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Type to learn 3 computer game10/30/2022 This condition was meant to mimic “traditional” lecture-type delivery methods. It is also hypothesized that after multiple exposures to the game, mimicking a more naturalistic game playing setting, these children will have even greater knowledge gain and higher levels of interest.Īfter completing the pretest, students in the story condition were read a story that paralleled the game content and were presented with screenshots from the game. It is hypothesized that children, 4–6 years old, will (1) learn more information about the brain and (2) have more interest in the brain when exposed to the computer game than when exposed to a non-interactive story or to a control using standard classroom work activities. For example, in the “Cerebellum,” games involve coordination and balance in the “Hippocampus,” they engage memory and in the “Cerebral Cortex,” they elicit creativity and problem solving. The design of each game in “Every Body Has a Brain” mirrors the content. Children visit the different parts of Phoebe's brain and are introduced to various brain characters, play games, hear songs, and interact with stories. The game's main character, “Phoebe Brainheart,” is seeking knowledge about the brain. “Every Body Has a Brain” is a computer game created by Morphonix LLC (Sausalito, CA), for children, 4–6 years old, to gain knowledge and understanding about the human brain. The goal of the present study was to evaluate whether an educational computer game could teach complicated scientific content to young children. 6, 8, 14 Furthermore, there is little empirical research that examines computer games for young children, particularly preschool and early elementary school ages. 10ĭespite evidence supporting the use of computer games in educational settings, only a few comprehensive evaluations have assessed the effectiveness of these games in improving knowledge or cognitive skills. Computer games can also be used to teach hard-to-learn concepts by making them more accessible and engaging. 13 Computer games allow for reinforcement and mastering of skills and accommodate multiple learning styles and skills, 10 which are difficult to accomplish with traditional instruction. 12 Benefits of learning through computer games include the concept that what is learned in games transfers to real life. 11 This environment prohibits passive engagement and requires active discovery, analysis, and interpretations. 9– 12 Computer games function as powerful learning environments because they can utilize multisensory, experiential, problem-based learning. 8, 9 “Learning by doing” uses action instead of explanation, which has been shown to be a more effective way for students to learn. 5– 7 Educational computer games provide more engaging and interactive experiences for learners compared with more traditional methods of instruction. The intersection between technology and education has given rise to “digital game-based learning,” and evidence suggests that computer games used in instruction benefit children's achievement, knowledge, motivation, attention, and concentration. Using interactive games to teach them about the brain can meet these challenges. Complicated concepts and curriculum dedicated to older students often hinder these efforts. Despite recent research supporting knowledge gains after a brief neuroscience lesson by children as young as first grade, 4 educators face challenges when trying to teach advanced concepts such as neuroscience to young children. Teaching young children how their brain functions can create a healthy respect for their brain, which can potentially lead to positive behavior such as wearing bike helmets. This is especially important when children are rapidly gaining knowledge about their body. 3 Teaching children about the brain exposes students to important science concepts, such as understanding the basic structure and function of the brain and demonstrating how the brain works. The National Research Council states that neuroscience and the study of the nervous system should be a part of every child's education. 2 Ironically, at a time when their brain is rapidly developing, young children are typically not exposed to information that would help them understand this vital organ. 1 Skills acquired at this age often stay with the child for a lifetime. B rain cell metabolism in young children often burns glucose at twice the rate of the adult's brain, which supports the child's overpopulation of synapses, and underlies the sponge-like, almost effortless ability to learn in children this age.
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