“If educational video games are well executed, they can provide a strong framework for inquiry and project-based learning”, says Alan Gershenfeld, co-founder and president of E-Line Media, a publisher of computer and video games and a Founding Industry Fellow at Arizona State University’s Center for Games and Impact. “Games are also uniquely suited to fostering the skills necessary for navigating a complex, interconnected, rapidly changing 21st century,” he adds.
According to Isabela Granic and her fellow researchers at Radboud University in the Netherlands, attaching labels such as “good”, “bad”, “violent”, or “prosocial” largely overlooks the complex picture surrounding the new generation of video games now available. Players are drawn to the video games they prefer and the benefits or drawbacks to how they interact with these games are largely shaped by their motivation for playing.
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Granic also highlighted the possibility that video games are effective tools for learning resilience in the face of failure. By learning to cope with ongoing failures in games, she suggests that children build emotional resilience they can rely upon in their everyday lives.
Bavelier and her friend published a research in 2003, where they used a series of visual puzzles to demonstrate that individuals who played action games at least 4 days per week for a minimum of 1 hour per day were better than non-gamers at rapidly processing complex information, estimating numbers of objects, controlling where their attention was focused spatially, and switching rapidly between tasks.
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