THE PERIPATOS COULD NOT HAVE LOOKED LIKE THAT, AND OTHER EDUCATIONAL OUTCOMES FROM STUDENT GAME DESIGN. Educational impacts of computer games Number Educational impacts of computer games The main perception of those who contemplate computer games is that they encompass videos of flowery images, confusion in violent scenes, and pounding repetitive tunes. Most people have a perception that video games are a presentation of fictional but funny video scenes developed from real-life stories. Notably, these products of computer technology make people glued to the screen and highly entertained. It is arguable such uncontrolled, hilarious presentations of scenes, can never be of any educational significance. Indeed, many instructors do not seem to receive well the thought of setting aside precious class time for playing a computer game (Shelton, & Wiley, 2007). Nonetheless, the current approach to learning among youngsters is highly related with the use of technology, unlike the learners of the previous century who rarely had the opportunity to see, let alone use computer technology in their studies.

Individuals who can flash memories of popular tunes or feel the impact of cutting edge technologies in entertainment have undoubtedly been accustomed to the use of “video games,” though in different ways. As a result they have transformed memories of significant social events in history remain etched on the minds of the viewers and consumers. Videogames offer an innovative sense of conventions, which are inevitably being assimilated at a very high speed by children in their early childhood (Shelton, & Wiley, 2007). Their mental development would definitely mature faster to reflect what is presented in the video games, just as the perception of the current geriatrics were influenced by the advent of television toward the mid-twentieth century. The current technological innovation is more complex than the advent of television, however. With video games, children are set to gain more cognitive skills in their attempt to not only become well-conversant with playing the game, but in identifying what actually make the games tick. As a result, current crop of children will be screen manipulators rather than screen watchers.

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The combination of educational material to entertainment content or edutainment has been well taken care of under videogames. The current generation of learners has already triggered the development of a persuasive, attractive and entertaining mode of education. According to Shelton and Wiley (2007) if the learning facilities and classrooms in particular were to lack entertainment tools, children would not learn as well. Some would be reluctant to stay in school or concentrate in class for that matter. Present day students have developed low levels of concentration, than was the case before the technological revolution. More present day students tend to grasp what is taught in the class through visual learning approach than their predecessors. The current trend of student behavior is not an issue of their own liking. Cultural Revolution drawn from technological innovation impacted on the changed education trends. It can be noted that the integration of new technologies into learning processes only serves to enhance the interfacing of students with the technologies, but does not make them careless. Interfacing, therefore, improves the likelihood of reaching out to students.

Higher IQ

The interfacing of computers and students also improves student Intelligent Quotient. According to Shelton and Wiley (2007), the increased interfacing of people and computers, video games and television has improved human visual skills. The hypothesis holds that the exposure of people to visually rich media has raised the bar of IQ tests, as more and more people are able to effectively interpret visual information. The world has been transformed to a largely tech-savvy society over the past few decades. This positive impact of media has conditioned human persons to perform better on IQ scales. It is therefore rational to argue that technology not only provides new things that human beings need to know, but also how to identify new things more easily and faster.


Shelton, B.E., & Wiley, D.A. (2007). The design and use of simulation computer games in education. Hague: Sense Publishers.

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