More Focus Needed on Educational Applications
The UK government has recently announced a new framework focusing on the use of videogames for research into health and wellbeing. This move, a significant step in acknowledging the broader societal impacts of videogames, is a noteworthy development. However, it also brings into focus the potential for additional applications of videogames, particularly in the field of education.
The framework rightly recognises the potential of videogames as a research tool for exploring player behaviour and mental health. The interactive nature of videogames, coupled with their wide-reaching appeal, makes them a unique and powerful platform for data collection and behavioural study.
While this is a commendable step forward, there is room for expansion in the framework’s focus. The application of videogames extends beyond health and wellbeing. One area, of particular interest to Checkpoint, deserving of further attention is education.
Videogames can offer a unique blend of visual storytelling, problem-solving, and hands-on interaction that can enhance the learning experience. They have the potential to revolutionise the way we teach, engaging students in a way that traditional methods may not.
In the educational landscape, Checkpoint is already leading the way in initiatives exploring the potential of video games for learning. For instance, programs are being developed that focus on how game-based learning can supplement traditional teaching methods and improve student engagement. These initiatives are also evidencing resources to assist educators in integrating video games into their teaching methods. Checkpoint is leading the charge on this front, with it’s commitment to better education through academic institutions and global organisation partnerships.
The government’s new framework is an encouraging first step, opening the door to broader conversations about the potential of videogames in society. However, to unlock the full potential of videogames, it is important for policymakers to broaden the focus of their discussions and policies.
This move by the government can hopefully stimulate further research and discussion on the role of videogames in education. By including education in the conversation, innovative teaching strategies could be developed, promoting active learning and critical thinking. Such strategies could provide a more engaging and inclusive learning platform, particularly beneficial for students who find traditional teaching methods challenging.
While the government’s acknowledgement of the role of videogames in research is a significant milestone, the journey is only just beginning. As we move forward, it will be important to consider all potential applications of video games in our society, including their potential as educational tools.
