Article Reviews ITEC 8532 Renee Jackson

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    Article Reviews

    ITEC 8532

    Rene Jackson

    1. Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary

    Learning

    Citation

    Kim, D., & Gilman, D.A. (2008). Effects of text, audio, and graphic aids in multimediainstruction for vocabulary learning.Educational Technology & Society, 11(3), 114-126.

    Retrieved September 17, 2008, from http://www.ifets.info/journals/11_3/9.pdf

    Summary

    This study conducted at a middle school in Seoul, South Korea tested the value of adding

    multimedia components to a web-based program teaching English vocabulary to English as a

    Foreign Language learners. The study used pretests, posttests, a retention test, and an attitude

    inventory to reach the conclusion that students learning the English vocabulary benefited from theaddition of graphics that illustrated the meaning of the words.

    This research was done to study the effectiveness of six different methods of instruction.Multimedia components of visual text, added graphics and added spoken text were used with a web-

    based self-instruction program. Students were divided into six groups for the study with each group

    having different multimedia components added to the English vocabulary program. The article

    gives a complete table of statistical results as well as graphs of the results comparing pretest,posttest and retention test results of all six groups of participants. Probability scores were also

    explained and graphed. The conclusion of the experiment showed that when visual text was teamed

    with graphics of the vocabulary word the learners were able to achieve more success and were moremotivated to learn. The illustration of the word in graphic form helped the students visualize the

    words definition in a more meaningful way.

    Critique

    This type of research on the use of multimedia components is always helpful to multimedia

    designers of educational material, especially those designing vocabulary programs. It supports theuse of graphics in vocabulary learning instruction but points out that the use of too much visual text

    or spoken text can detract English as a Foreign Language Learners who are used to memorizing

    words without knowing the correct pronunciation. It looked at the effect of the different multimedia

    components when used in different configurations. This study is important for the support of usingmultimedia components in the classroom because it shows the benefit of using graphics in

    conjunction with text. As a visual learner, I found that it was no surprise that the test group that used

    the software program which had added graphics, visual text, and added spoken text had the highestretention scores.

    I did find some flaws in the research as it did not make clear how much prior knowledge or

    experience the students had with vocabulary software programs or computers in general. The twotest groups that did not have spoken text added to their vocabulary program were larger than the

    other four groups because not all of the computers used in the study had sound which could have

    made some difference in the study. Also, this study was done in Korea where the foreign language

    learning style is to memorize lists of words without necessarily knowing how to pronounce those

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    words so the spoken text in the study could have been a distraction for those students. If the spoken

    text were not used in this study or the study had been conducted where students were expected to be

    able to pronounce the vocabulary word correctly and know the definition it would have made abetter research situation.

    I find it is always gratifying to have research back up what is becoming increasingly known that

    students who are living in the world of increasing video stimuli are able to learn more through theuse of multimedia in instructional material. Students shorter attention spans can be focused using

    computers and well planned software to learn vocabulary and other information in a more effective

    way. It also shows that the use of graphics in the conventional classroom setting is also importantand that teachers should use visual aides whenever possible.

    2. Seeing is believing: Video Mock-Ups to Evaluate and Demonstrate Multimedia Designs

    Citation

    Fadde, P. (2007, July). Seeing is believing: Video mock-ups to evaluate and demonstrate

    multimedia designs. TechTrends: Linking Research & Practice to Improve Learning, 51(4),32-38. Retrieved September 17, 2008, doi:10.1007/s11528-007-0053-5. http://proxygsu-

    gso1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26035226&site=ehost-live

    Summary

    In a July 2007 TechTrends article Dr. Peter Fadde, co-coordinator of the Collaboratory forInteractive Learning Research, and assistant professor of Instructional Technology and Instructional

    Design at Southern Illinois University, writes about the benefits of using a video mock-up by

    designers of interactive instructional multimedia programs to demonstrate their concept withoutproducing a full blown product. A video mock-up is a non-functional videotaped representation of a

    multimedia program used to demonstrate a design concept and features along with a depiction of

    how a user would interact with the product.Two video mock-ups were profiled in the article. A video mock-up ofDVD Readerwas produced

    for formative evaluation of how struggling beginning readers could improve their reading skills at

    home without aid from an adult using their existing DVD player. The second video mock-up wasfor demonstration purposes. It involved an interactive multimedia program calledInteractive Video-

    Footballwhich combined videotape of actual football game footage and data from the game with

    voice input to create interactive quizzing for college football players. Dr. Fadde takes the position

    that video mock-ups such as these are helpful tools in presenting a multimedia prototype becauseshowing is always better than telling.

    Critique

    This article is helpful because it gives specific benefits of using video mock-ups to present an

    interactive instructional multimedia program. According to the article, two benefits of video mock-

    ups are they are not limited by the features that would be too expensive or difficult to producewithout a full development commitment and they show an actual learner using the program. The

    article also gave two examples of projects that used video mock-ups for different agendas and with

    different budgets. TheDVD Readervideo mock-up profiled was of an instructional multimedia

    product designed by students. The videotape showed the student using theDVD Readerwhile

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    PowerPoint slides were used to depict the interface screens that would be used in the actual product.

    The video mock-up for their product was produced by them at a lower production level than the

    video mock-up of the second example, an interactive multimedia program calledInteractive Video-

    Footballwhich called for a more professional level of video production because it was to be

    presented to potential investors for the program. The process of producing the Interactive Video-

    Footballvideo mock-up involved the use of video clips of football games, rollover computerinterface screens and video of an actual football player using the program. Giving the varying

    examples showed the value of this approach to all multimedia designers. This article would be

    especially useful to anyone designing a multimedia program that needed a less expensive way ofshowcasing their program than investing money in a fully functional prototype.

    Even though the author states that the purpose of the article is not to train readers to produce

    video mock-ups, there was enough production information and techniques described to give readers

    ideas on some tools they might use to create a video mock-up. However, I did feel that either notenough information was given concerning the actual process of creating a video mock-up, or too

    much information concerning the production process of the two examples was given. For example, I

    did not need to know the shot by shot information of the videotaping of the football player looking

    at a computer screen if I am not going to be given all the specifics of creating the video mock-up forthe actual program. I found the article interesting because of the integration of various media forms

    used to depict or storyboard an instructional multimedia program. It just shows yet another use ofmedia in the overall process of designing educational multimedia material.

    3. Enhancing Learners Cognitive Skills through Multimedia Design

    Citation

    Liu, M. (2003) Enhancing learners cognitive skills through multimedia design.Interactive Learning Environments, 11(1), 23. Retrieved September 17, 2008, fromAcademic Search Complete database,

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    direct=true&db=a9h&AN=9589937&site=ehost-live

    Summary

    This article by Dr. Min Liu, Instructional Technology professor at the University of Texas Austin, looks at the use of technology in the classroom to promote the acquisition and development

    of higher level cognitive skills in students. The research teams examined high school, middle school

    and elementary school students engaged as multimedia project designers over several years. The

    study used Blooms taxonomy to categorize cognitive skills used in the project based learningenvironment. It then examined how using technology could potentially help students acquire higher

    level cognitive skills such as decision making, problem solving, self-reflection, and evaluating.

    Cognitive skills in the research referred to the design skills and resource management skills neededto produce a multimedia product in a project-based learning approach.

    The study followed high school, middle school and elementary school students through the

    creation of a multimedia projects for target audiences. This study tried to simulate the multimediaindustry design process as closely as possible. The paper described the learner as designer

    environment and reported on the findings of the research at the various educational levels. To

    measure the outcome of cognitive skills development, quantitative and qualitative measures were

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    used across all levels. Project design questionnaires, interviews, and observations were used. The

    products created by the students were also evaluated and their technology skills were assessed.

    Critique

    I found this article to be useful to teachers thinking of new ways to develop cognitive skills intheir students. While the use of technology is an excellent way to engage and motivate students at

    all educational levels, it is important to take a realistic look at the scale of a project and determine

    the environment students will have to work in. This article found that the use of multimedia projectdid increase cognitive skills. What I found most important in the article were the points made about

    what was required to conduct a student as multimedia project designer project.

    The researchers conceded the project created a chaotic classroom environment where students

    would have to be self directed, responsible and able to work independently. While these are allgoals we want for our students, the reality is that very few students are going to be working at a

    high level of any of these qualifications. The study also pointed out that teachers involved in using

    such a project would need to be able to give explicit instruction on design skills to the students. It

    would also seem that the teachers would need to be well educated in technology and have access tothe latest hardware and software in the classroom. Using new software would also mean there

    would be a learning curve for the actual software for the students so such a project would need to beconducted over a longer period of time than might be realistic for a regular classroom. The

    researchers also mentioned that local multimedia experts were used as consultants and field trips to

    their companies and user group meetings were conducted. This would also be a consideration in

    incorporating such a project for students in a public school setting.I believe in the validity of the hypothesis that project-based learning using multimedia design

    projects produced by students will enhance their cognitive skills. I do think that teachers should

    carefully plan out those projects and consider all the cons listed above. I think a teacher would needto have a project in mind that could be completed in a matter of weeks, using software and

    equipment that the students have had at least some exposure to and which the teacher or technology

    department within the school would be able to provide some support for that technology. For me,advanced and well thought out planning would make the use of such a project a useful learning tool

    in the classroom.

    4.Combining Software Games with Education: Evaluation of its Educational EffectivenessCitation

    Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with

    education: Evaluation of its educational effectiveness.Educational Technology & Society, 8 (2),54-65. 54 ISSN 1436-4522 (online) and 1176-3647 (print). International Forum of Educational

    Technology & Society (IFETS). Retrieved September 19, 2008, from

    http://64.233.179.104/scholar?hl=en&lr=&ie=UTF-8&q=cache:NNiJ5yNCLdMJ:ifets.info/journals/8_2/5.pdf+george+katsionis+author:k-manos

    Summary

    Researchers at the University of Piraeus tested their virtual reality educational game on fourth

    grade elementary students in Greece to examine the appeal and educational value of an Intelligent

    Tutoring System in the form of a virtual reality game. The VR-ENGAGE game was designed toteach students geography. The evaluation study was broken up into groups of students selected

    based on their geography grade the previous term. Good, average, and poor performers were used to

    http://64.233.179.104/scholar?hl=en&lr=&ie=UTF-8&q=cache:NNiJ5yNCLdMJ:ifets.info/journals/8_2/5.pdf+george+katsionis+author:k-manoshttp://64.233.179.104/scholar?hl=en&lr=&ie=UTF-8&q=cache:NNiJ5yNCLdMJ:ifets.info/journals/8_2/5.pdf+george+katsionis+author:k-manoshttp://64.233.179.104/scholar?hl=en&lr=&ie=UTF-8&q=cache:NNiJ5yNCLdMJ:ifets.info/journals/8_2/5.pdf+george+katsionis+author:k-manoshttp://64.233.179.104/scholar?hl=en&lr=&ie=UTF-8&q=cache:NNiJ5yNCLdMJ:ifets.info/journals/8_2/5.pdf+george+katsionis+author:k-manos
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    test the virtual reality game. It also compared groups using educational software that had a user

    interface but without using a virtual reality game.

    VR-ENGAGE used a 3D-engine. Students navigated through a 3D world of castles whileanswering questions from guard dragons and taking hints from animated-speaking guides. VR-

    ENGAGE included the four main components of an Intelligent Tutoring System but also included a

    negotiation component that allowed students to make plausible guesses on questions which theywere not entirely sure about the answer. This was part of the interactivity of the game which aimed

    at involving the student in the learning process. Tutoring places were built into the game to motivate

    students to read and memorize important geography facts.While there is the view that educational games and software are only considered to be effective in

    the classroom if they are comparable in success to the traditional ways of classroom teaching, the

    researchers view was that such software and games should not replace traditional teaching but

    supplement it. This game proved to be motivational to the learners and the findings show that poorperformers benefited the most from use of the game.

    Critique

    This research is helpful for educational software game designers because it gives them some ideasof the components that help make the games more educationally effective and motivational. It is

    also useful for teachers and parents considering using educational software games to supplementstudents learning. The findings show that technology can create a more enjoyable learning

    experience for students and can engage students that might otherwise be considered behavior

    problems.

    The paper was well organized and presented. However, I did think that better pictures could havebeen included or more description made of the interactivity of the game. I also thought that the

    process of how the students in the study were chosen and broken down into groups should have

    been consistent for both parts of the experiment. The use of pre-test and post-tests along withinterviews with the students and teachers were a good way to test the findings of the research but

    the authenticity of the study may have been compromised by the fact that lab assistants were

    available to aid the students with the interactive aspect of the game. Setting the experiment in anactual classroom where students might not have expected to find a game was a good way to test the

    entertainment factor.

    I think that the interactive process involved in gaming can be a valuable tool in stimulatingreasoning skills in students. I think the use of entertainment in teaching is very important in todays

    society where most students are playing video games at home. The motivational value of getting a

    student, especially students that may find school boring, involved in a subject can be worth trying to

    find quality educational games.

    5. Progressive Teaching of Mathematics with Tablet Technology

    Citation

    Loch, B., & Donovan, D. (2006). Progressive teaching of mathematics with tablet technology.e-Journal of Instructional Science and Technology (e-JIST), 9(2). Retrieved September 19,

    2008 from http://www.usq.edu.au/electpub/e-jist/docs/vol9_no2/papers/current_practice/loch_donovan.htm

    Summary

    http://www.usq.edu.au/electpub/e-jist/docs/vol9_no2/papers/current_practice/loch_donovan.htmhttp://www.usq.edu.au/electpub/e-jist/docs/vol9_no2/papers/current_practice/loch_donovan.htm
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    This 2006 article looks at the use of tablet technology in mathematics lecture presentation at the

    University of Queensland. The premise of the study was to evaluate the pros and cons of giving

    instructors the ability to spontaneously add diagrams, concept maps and solutions with electronicink to math lectures. The hope was that students would benefit from the more interactive and

    engaging learning environment provided by the use of tablet technology in a lecture hall. Using

    electronic ink, comments can be added to PDF files projected during lecture presentations in realtime. Three different college math classes were used for the experiment over a period of three

    semesters. Surveys were used to evaluate how effective students found this technology to be in a

    math lecture environment.

    Critique

    This study would be useful to instructors at all educational levels. The description of the various

    combinations of technology used was interesting and would be helpful for anyone doing a lecturepresentation. Ideas of what combination of technology would work for a particular classroom

    situation could be gathered from reading this article. I found the survey questions to be limited as

    only five questions were asked. I think there should have been more in-depth questioning of the

    students and even comparison questions about other math classes that did not use any tablettechnology. More description could have been included about how the instructors felt about using

    the technology and their technology experience. The technical problems that were encounteredduring actual lectures and the reliability of equipment used were important points of the article.

    Particularly the use of an overhead projector in too small a space in one case. This problem was

    corrected during the second week of the study of this particular class.

    I think that by allowing students to see their contributions to a lesson written on screen would helpstudents feel more engaged and involved with the subject matter. I like the use of interactive

    technology when presenting concepts to students. It helps to visualize concepts. Students that are

    allowed to see how problems are solved are better able to understand concepts and their learning isenhanced. By using technology instead of just writing on a blackboard, students are also engaged by

    the use of that innovation.

    6. Video Games: A Vehicle for Problem-based Learning

    Citation

    Annetta, L.A., Cook, M., & Schultz, M. (2007). Video games: A vehicle for problem-based

    learning. e-Journal of Instructional Science and Technology (e-JIST), 10(1). Retrieved

    September 19, 2008 fromhttp://www.usq.edu.au/electpub/e-jist/docs/vol10_no1/papers/current_practice/annetta_cook_schultz.htm

    Summary

    This 2007 article written by Leonard Annetta, Assistant Professor of Science Education at NorthCarolina State University, Michele Cook, Assistant Professor of Science Education at Clemson

    University and Maya Schultz a teacher at East Chapel Hill High School in North Carolina, gives an

    explanation of how video games can be designed as problem-based learning vehicles. An exampleof how a high school biology teacher in North Carolina designed and implemented a video game

    using a virtual learning environment is also outlined. The authors give several arguments as to why

    video games are a natural way to teach science to high school students. Popularity of the gameswith the 14 to 19 age group and the potential of games reaching a diverse population of learning are

    cited as reasons why video games should be used in high school classrooms. They also assert that

    http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htmhttp://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htmhttp://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htmhttp://www.usq.edu.au/electpub/e-jist/docs/vol10_no1/papers/current_practice/annetta_cook_schultz.htmhttp://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htmhttp://www.usq.edu.au/electpub/e-jist/docs/vol10_no1/papers/current_practice/annetta_cook_schultz.htm
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    the entertainment value of video games allows for stealth learning. The conclusion of the article

    was that although the students were engaged in the game there was no significant difference in test

    scores on the material covered from the control group that did not use the video game format.

    Critique

    This article was well written and would be valuable to any teacher that wanted to create their ownvideo game to use in the classroom. It gave not only arguments that would be useful in supporting

    the use of video games in an education environment but an actual link to a class teachers interested

    in creating a similar game could take. It also discussed the possible reasons why the use of theparticular game that was highlighted in the article did not result in higher test scores. I think by

    including assessments in the game teachers would be able to better see where their further

    explanation or coaching could be helpful to students. The article did not include data on student

    reaction or learning. An interview survey could have been easily done and included with the articleto support their arguments that this type of problem-based game would be valuable to students

    either by providing a less boring atmosphere of learning, or an opportunity to learn in an interactive

    way.

    The article also discussed formats that could be used to create simple and inexpensive videogames for the classroom. I found this type of information to be a very useful component of the

    article. Not being a video game user, it explained some of the basic tools that can be used to create agame platform. I also appreciated the arguments that teachers and students should collaborate on

    such game creation as teachers are the content experts and students are the entertainment experts in

    this situation of video games in the classroom.

    7. Time-lapse Video as a Self-Reflection Tool for Collaborative Learning Projects

    Citation

    Rosenberg, L.B., & Petersen, G. J. (2008). Time-lapse video as a self-reflection tool for

    collaborative learning projects.Journal of Research for Educational Leaders (JREL), 4(2), 4-

    16. Retrieved September 19, 2008 from http://www.education.uiowa.edu/jrel/Petersen_0701.htm

    Summary

    Louis Rosenberg and George Petersen authored this 2008 study on the benefits of using time-lapse video to enhance students reflections following group efforts. The researchers premise was

    that if students could observe themselves in a group activity through the use of an hour long video

    that has been compressed into a sixty second high-speed video using time-lapse technology, they

    would be better able to objectively critique their groups performance, time management skills,division of labor, and collaborative success.

    Two different groups of students at California Polytechnic State University were involved in the

    initial study using time-lapse technology. Eighteen undergraduate students from the College ofEngineering and twenty-five graduate students from the College of Education were asked to

    participate in a group activity and then reflect on their experience. The group activity videotaped

    was a design experiment that required groups of three to five students to work together to build astructure using only 12Post-It brand sticky notes. Following the challenge, the groups were asked

    to reflect on questions about certain aspects of the groups interaction during the activity. The six

    control groups were asked to just give a written reflection while the other six groups were asked to

    view a time-lapse video of their group experience at least once before writing their reflection.

    http://www.education.uiowa.edu/jrel/Petersen_0701.htmhttp://www.education.uiowa.edu/jrel/Petersen_0701.htm
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    Although the study was small, the results showed that the students that used the time-lapse video

    were better able to objectively reflect on their group experience than the students who did not use

    the technology.

    Critique

    This article is especially useful for high school or college instructors that require their students toreflect on group activities. As the article points out, objective reflection is difficult for students

    especially if some time has passed since the group activity has occurred. The researchers point out

    that by using time-lapse technology to playback a video of a group project it may allow students topinpoint behaviors that might ordinarily go unnoticed just by virtue of the high speed of the video.

    Just watching visual images enhances learning so, using a time-lapse video as a reflection tool

    makes sense. This study was small but it used observation, written questions and control groups to

    come to a conclusion that students would benefit from using time-lapse technology.The only flaw I found with the research was the small sample used in the study. I think it is an

    innovative idea and would like to see more studies done. I think it would greatly benefit high school

    and even younger students to see how they personally interact with others in a group, how they do

    or do not contribute in a group activity, and how other students react to a challenge. This technologycould have more far reaching advantages than just in aiding in reflections. Group activities could

    become modeling opportunities through the use of time-lapse video. Students could see howactivities performed over a long period of time are carried out but only spend a short period of time

    viewing a video of that activity. This technology has been used in science with great success but I

    think it is time it be used in other areas of education.

    8. Digital games in Education: The Design of Games-Based Learning Environments

    Citation

    Gros, B. (2007). Digital games: The design of games-based learning environments.Journal of

    Research on Technology in Education 40(1), 23-38. Retrieved September 19, 2008 from

    http://web.ebscohost.com.libez.lib.georgiasouthern.edu/ehost/pdf?vid=11&hid=16&sid=282f4ce0-c3ca-4217-99f2-4104d34940fe%40sessionmgr3

    Summary

    Begoa Gros is a full professor of the Faculty of Pedagogy at the University of Barcelona and

    director of research at the universitys Institute of Educational Science. In this 2007 article, she

    looks at the evolution of videogames, how these games aid in learning and the hurdles involved in

    using them in the classroom. Her main premise is that we need to change teaching strategies toincorporate video games in the classroom because the students of today are of the digital generation.

    In the past, educators have either ignored the use of video games or found limited use for them.

    Gros writes that the way students interact with technology may be changing they way they actuallylearn and create knowledge. The article contends that the past research of the use of videogames has

    been haphazard and been done by varied educational disciplines without any real focus.

    Gros feels that video games create the opportunity for complex learning if the games are suchthat they teach experimentation and do not isolate the student from the teacher. She proposes that

    educators need to be aware of the context of using video games and that the best way to analyze the

    qualifications of a suitable game would be to consider the way in which the game will be used such

    http://web.ebscohost.com.libez.lib.georgiasouthern.edu/ehost/pdf?vid=11&hid=16&sid=282f4ce0-c3ca-4217-99f2-4104d34940fe@sessionmgr3http://web.ebscohost.com.libez.lib.georgiasouthern.edu/ehost/pdf?vid=11&hid=16&sid=282f4ce0-c3ca-4217-99f2-4104d34940fe@sessionmgr3http://web.ebscohost.com.libez.lib.georgiasouthern.edu/ehost/pdf?vid=11&hid=16&sid=282f4ce0-c3ca-4217-99f2-4104d34940fe@sessionmgr3http://web.ebscohost.com.libez.lib.georgiasouthern.edu/ehost/pdf?vid=11&hid=16&sid=282f4ce0-c3ca-4217-99f2-4104d34940fe@sessionmgr3
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    as a daily activity or reward, what the sessions will entail, who will participate, and the crucial and

    reflective aspects of the actual game.

    Critique

    This article was a bit scattered in its approach to the subject of video games in learning. The

    author could have focused on her main idea that teaching strategies should change to accommodatethe needs of students that have developed their learning styles and skills through emersion in

    technology rather than going off on the tangent of the evolution of video games. This section of the

    article did not seem to be necessary to convey this point. I do think the article would be useful toeducators by virtue of the main idea alone. If educators start to think differently about the value of

    video games and other technology in the classroom and evaluate the skills students have learned

    through game playing, perhaps they can help students translate those skills into computer literacy

    and science and technology education. Time and curriculum constraints are valid arguments for notusing games in the classroom but as the article points out there are many areas of learning where

    video games can be beneficial such as problem-solving and sequencing.

    Just understanding that the visual intelligence of learners today is being impacted by the graphics

    of video games and how that can lead to critical skills needed for scientific and technical thinking isimportant to me. To know that attention spans of learners can be improved by playing video games

    is useful information. I think educators will need to find ways to harness the skills learned throughplaying video games, change the way they view games in the classroom, and adapt teaching styles

    to teach the video game generation. This article not only supports these ideas but put them in a

    global perspective.