One of the most often overlooked aspects of learning is the effect that the instruction, the materials, or the other students may have on a student's self-esteem. Whether or not the learning environment has a positive outcome on a student's self-concept is an extremely important factor. Numerous studies have shown that a student's self-esteem directly relates to their academic performance. This is particularly true in the case of young adults where everything they are encountering is in some way, shape or form molding their sense of self.
With the addition of gaming technologies being integrated into the classroom, the teacher needs to ask:
Will this technology help or harm my students' self-esteem?
One of the positives to having technology such as games and simulations in the classroom is that, in general, students have different attitudes regarding technology than that of adults. Unlike their adult counterparts, students prefer computer learning over traditional learning, viewing it as a tool to enhance their future (Page, 2002). If gaming technology can offer a different way of learning for students that perhaps allows them an opportunity to excel where they otherwise might not have, then it is easy to see how a student's self-esteem could flourish in this environment.
In a study conducted by Diem and Katims (2002), the reasoning for why a student's self-esteem could flourish in this environment was unveiled. By learning the material in a safe environment such as in gaming technologies, students felt they were freed from open-ended criticism and felt their confidence soaring in their new-found abilities on the computer. Not only did they feel they were excelling in school but they also felt opportunities opening up in regards to their future. Some of the statements made by the students in this study in regards to technology use in the classroom are below:
"I can ask questions and make mistakes and no one knows except the machine; I like that" (p. 27).
"I feel good about myself when I use the computer. I love it. It really helps me in school. It makes me feel good all day long" (p. 27).
"[I'm] not afraid or anything when it comes to technology; I can do it in school or when I go to get a job, I can do it" (p. 26).
This particular study is not the only one that has resulted in a similar outcome regarding technology-based learning. Some of the other results included:
While technology has had a positive effect on tangible things such as test scores within the classroom, the effects it has on a student's well-being is what will be carried with him or her through the rest of their life. When used within a learning environment, video games have been found to have positive effects. This is certainly true when a student plays a game on their own, however it is also true when "video game playing involves groups already connected by real-life social ties" (Jackson, Yong, Witt, Fitzgerald, von Eye, & Harold, 2009, p. 438). Through this means, a student's self-esteem is not only enhanced individually but also through a social means.
Overall, as long as gaming technologies are used within a learning environment, studies are showing a positive effect on a student's self-esteem. The ability to successfully operate a computer, to "mess up" but be allowed to fix their mistakes without any kind of public reprimand or humiliation, and to further skills that will take them into the workplace are all factors that contribute to the student ending up with a positive self-concept.
With the addition of gaming technologies being integrated into the classroom, the teacher needs to ask:
Will this technology help or harm my students' self-esteem?
One of the positives to having technology such as games and simulations in the classroom is that, in general, students have different attitudes regarding technology than that of adults. Unlike their adult counterparts, students prefer computer learning over traditional learning, viewing it as a tool to enhance their future (Page, 2002). If gaming technology can offer a different way of learning for students that perhaps allows them an opportunity to excel where they otherwise might not have, then it is easy to see how a student's self-esteem could flourish in this environment.
In a study conducted by Diem and Katims (2002), the reasoning for why a student's self-esteem could flourish in this environment was unveiled. By learning the material in a safe environment such as in gaming technologies, students felt they were freed from open-ended criticism and felt their confidence soaring in their new-found abilities on the computer. Not only did they feel they were excelling in school but they also felt opportunities opening up in regards to their future. Some of the statements made by the students in this study in regards to technology use in the classroom are below:
"I can ask questions and make mistakes and no one knows except the machine; I like that" (p. 27).
"I feel good about myself when I use the computer. I love it. It really helps me in school. It makes me feel good all day long" (p. 27).
"[I'm] not afraid or anything when it comes to technology; I can do it in school or when I go to get a job, I can do it" (p. 26).
This particular study is not the only one that has resulted in a similar outcome regarding technology-based learning. Some of the other results included:
- Higher California Achievement Test (CAT) scores
- Positive student attitudes
- Higher self-esteem and confidence
- Increased writing abilities
- More student collaboration
- More creative projects
- Developing motivation and self-discipline in at-risk students -- factors which influence a student's decision about whether to stay in school (Page, 2002).
While technology has had a positive effect on tangible things such as test scores within the classroom, the effects it has on a student's well-being is what will be carried with him or her through the rest of their life. When used within a learning environment, video games have been found to have positive effects. This is certainly true when a student plays a game on their own, however it is also true when "video game playing involves groups already connected by real-life social ties" (Jackson, Yong, Witt, Fitzgerald, von Eye, & Harold, 2009, p. 438). Through this means, a student's self-esteem is not only enhanced individually but also through a social means.
Overall, as long as gaming technologies are used within a learning environment, studies are showing a positive effect on a student's self-esteem. The ability to successfully operate a computer, to "mess up" but be allowed to fix their mistakes without any kind of public reprimand or humiliation, and to further skills that will take them into the workplace are all factors that contribute to the student ending up with a positive self-concept.