Research Report Memo Assignment

Elyse Ernst
COMM 3073-40
To: Cristina Ionica < cionica@fanshaweonline.ca >
From: Elyse Ernst < e_ernst@fanshaweonline.ca >
Date: July 23rd, 2016
Subject line: The positive benefits of video games in educational systems

Dear Cristina Ionica,

Often video games are considered a leading cause of depression and an increase in
aggressive behaviour in people. However, whats not often mentioned is the positive benefits
that video games can have for players and how these benefits could also be used by
educational systems to help children and teenagers. Listed below are three main facts to
support this claim.

Health benefits:
Video games can offer
numerous health benefits such as
reducing stress, developing
hand-eye coordination skills and
even promoting healthier and
active lifestyles. A recent study
into the rise of popularity in
casual video games, such as
Bejeweled Blitz, showed that a
common reason people play such
games is to relieve stress
(Whitbourne et al., 2013, p. 893).
Gaming has often been accused of
being a stationary activity and a

cause for laziness in children. Video game developers have now branched into creating
games that promote active and healthier lifestyles while still being engaging and fun for all
ages. Active video games such as the Nintendo Wii and the rise of active mobile applications
like Pokemon Go are engaging people of all ages, especially younger players into getting up
and moving and improving their health (Rosenburg, 2016, p. 1). Promoting healthier
lifestyles and reducing stress is an important benefit for children and teenagers long-term
success and by implementing active video games into school curriculums is a great
suggestion.

Social development:
Interacting socially online is a core component of many video games these days,
either through chat channels in games, through online forums and even the use of voice chat
programs. Massively multiplayer online games such as World of Warcraft, allow players to
experience a virtual worlds
politics, economics and
cultures with thousands of
other players around the
world at the same time
(Shaffer, 2005, p. 4). In these
virtual worlds players around
the world can work together
in teams for a common goal,
such as to defeat a boss or solve a difficult puzzle in a dungeon. By interacting together in
online multiplayer games players create meaningful relationships with each other (Redmond,
2010, p. 4-5) and learn to work in groups online even has real world applications - it is a
helpful skill to have when applying for jobs.
Young children and teenagers who struggle with face-to-face socializing and learning in
school have had success with communicating online and learning improvements in school
subjects through the use of playing online video games.

Improving educational learning skills:

Children and teenagers can struggle to learn difficult concepts in schools such as
mathematics and sciences due to dry teaching materials like textbook homework. There is
new research being done that
suggests childrens cognitive
skills can be strengthened by
playing video games. A research
team lead by Dezhong Yao
resulted in the findings that
expert gamers have more
functional cognitive abilities and
increased grey matter in the
brain, which is responsible for
the capabilities to process
information (Gong et al., 2015, p. 1). Playing videos can help develop language, math, and
social skills, including improved cognitive abilities schools should look into utilizing video
games into curriculums. These increased cognitive abilities will even benefit children well
into their adult life when post-secondary education and career development is a focus.

In conclusion, video games can be a powerful tool to be used with traditional

Best regards,

Elyse Ernst

References

Gong, D., He, H., Liu, D., Ma, W., Dong, L., Luo, C., & Yao, D. (2015). Enhanced functional
connectivity and increased gray matter volume of insula related to action video
game playing. Sci. Rep. Scientific Reports, 5, 9763. doi:10.1038/srep09763
Redmon, D. L. (2010). The effect of video games on family communication and interaction.
Graduate Theses and Dissertations, 4--5. Retrieved July 28, 2016, from
http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2651&context=etd7
Rosenberg, M., Thornton, A. L., Lay, B. S., Ward, B., Nathan, D., Hunt, D., & Braham, R.
(2016). Development of a Kinect Software Tool to Classify Movements during Active
Video Gaming. PLoS ONE, 11(7), e0159356. Retrieved from
http://go.galegroup.com.ezpxy.fanshawec.ca/ps/i.do?id=GALE%7CA458980872&v=2.
1&u=ko_acd_fc&it=r&p=AONE&sw=w&asid=daf68c009f1ced2b34ae65e8b5d43636
Shaffer, D. W., Halverson, R., Squire, K. R., & Gee, J. P. (2005, June). Video Games and the
Future of Learning. Retrieved July 23, 2016, from http://eric.ed.gov/?id=ED497016
[Untitled photograph of two kids playing together]. Retrieved July 26, 2016, from
https://games.commons.gc.cuny.edu/2012/04/04/violent-video-games-lead-to-co-operat
ion
[Untitled photograph of Pokemon Go app on a phone]. Retrieved July 26, 2016, from
http://www.stripes.com/military-life/the-non-gamer-s-guide-to-playing-pokemon-go-1.4
19279
[Untitled photograph of a chart depicting cognitive abilities in a brain]. Retrieved July 26,
2016, from
http://techu4ria.com/scientific-studies-show-why-everyone-should-play-video-games/
Whitbourne, S. K., Ellenberg, S., & Akimoto, K. (2013). Reasons for Playing Casual Video
Games and Perceived Benefits Among Adults 18 to 80 Years Old. Cyberpsychology,
Behavior & Social Networking, 16(12), 892-897. doi:10.1089/cyber.2012.0705