Real Vs. Virtual Experiences

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Real Vs. Virtual Experiences

              I am a teacher in a small, one-room, Christian school where I teach Kindergarteners through second graders together. I’ll be honest, while each student has a computer and we use it for some online reading each day, and occasionally here and there for some other activity, I do try to keep my students off their computers as much as possible. There is a lot of conflicting research when it comes to the topic of computer usage in the classroom which I take to put in balance.

              On the one side of the issue, there are those who swear by the benefits of game-based learning in the classroom. Gray (2015) wrote a whole article listening all the cognitive benefits of playing computer games, including improved visual and mental processing, better attentiveness, and increasing many job-related skills. He states that playing video games has even been shown to help people overcome dyslexia (Gray, 2015). In a later article, he informs his readers that studies show that playing video games exercises and grows the brain, which is a muscle (Gray, 2018). “Video gaming can alter the brain, but the documented effects are positive, not negative.” (Gray, 2018, para. 7).

              However, in this same article, Gray (2018) also talks about game addiction and how to spot the warning signs, revealing what I believe is one of the biggest problems with video games: Many people play them as a form of escapism from reality, rather than as a means to enhance reality. Honestly, this is not something that I worry about in my current classroom situation with my young students, since many of them would much rather draw or read than play on their computers. However, I do worry about letting too much technology crowd out my kids’ natural creativity.  Studies have shown that students who learn by interacting with nature (and I would say interacting with the natural world in general, even if they’re not outside) have higher achievement and critical thinking skills (Anderson, 2013). Not to mention that nature “is an under-recognized healer… offering multiple health benefits from allergy reductions to increases in self-esteem and mental wellbeing” (Nelson, 2017, para. 4).

              What then is the balance? For me, it is to make sure my kids have interactions with technology and game-based learning at times, but to keep it limited (especially considering their ages). And most importantly, I like to provide them with what I believe is something even better, that can provide all the cognitive benefits that video games can, but without having any of the negative side effects. And that is time for free and undirected creativity. My classroom has a large supply of paper, cardboard boxes and tubes, empty plastic water bottles, markers, crayons, tape, glue, and other materials that my students are allowed unlimited access too when they’ve finished their work for the period. I am always blown away with the things they create on their own, complete self-directed! A couple examples that stand out is the full-scale telescope model that one of my Kindergarteners made last year, and the model of the solar system that one of my first graders made just this week. In my opinion, while video games and online learning are definitely not wrong (and should be incorporated moderately), no video game can provide the kind of hands-on creative learning that the real world can offer in a bin of discarded paper and cardboard products mixed with some tape, glue, and markers.

             

References

Anderson, M. (2013, April 1). Nature Deficit Disorder. [Video file]. Retrieved from https://youtu.be/OVdHgmFacfU

Gray, Peter. “Cognitive Benefits of Playing Video Games.” Psychology Today, 20 Feb. 2015, www.psychologytoday.com/us/blog/freedom-learn/201502/cognitive-benefits-playing-video-games.  

Gray, P. (2018, March 11). Sense and Nonsense About Video game Addiction. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/freedom-learn/201803/sense-and-nonsense-about-video-game-addiction

Nelsen, A. (2017, March 22). Access to Nature Reduces Depression and Obesity, finds European Study. Retrieved from https://www.theguardian.com/society/2017/mar/21/access-nature-reduces-depression-obesity-european-report

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