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Title: Зарубіжний досвід використання комп’ютерних відеоігор у навчанні старшокласників
Other Titles: Foreign Experience of Using Computer Games in High School Students’ Edu cation
Authors: Лещенко, Петро
Leshchenko, Petro
Keywords: американський досвід
позитивний вплив
уміння ХХІ століття
American experience
video games
high school students’ education
positive influence
skills for the XXI century
Issue Date: 2017
Publisher: СумДПУ імені А. С. Макаренка
Citation: Лещенко, П. Зарубіжний досвід використання комп’ютерних відеоігор у навчанні старшокласників [Текст] / П. Лещенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 8 (72). – С. 85–92.
Abstract: У статті проаналізовано досвід щодо використання комп’ютерних ігор у навчальному процесі учнів старших класів загальноосвітніх навчальних закладів США. Відеоігри стимулюють пізнавальний процес і мають всі компоненти, що забезпечують ефективне навчання (мотивація, чіткі цілі та правила, інтерпретовані результати й постійний зворотний зв’язок). Наголошується, що, на думку зарубіжних науковців, інформація про шкідливі ефекти комп’ютерних ігор переважно міфічна, а позитивні ефекти реальні. До перешкод, які стоять на шляху широкого використання відеоігор в освітніх практиках, належать труднощі при створенні ефективних навчальних ігор. У статті на прикладі діяльності школи «Квест ту Лерн» (Quest to Learn -Q2L) для учнів 6–12 класів наведено одне з можливих розв’язань питання щодо впровадження ігор до курикулуму загальноосвітніх навчальних закладів.
The paper highlights the experience of using computer games in the educational process of high school students in the USA. During the last decade, the international educational space is characterized by an increasing interest in the using of computer games in various types and forms of learning, based on the experience acquired by the players. The most widely used video games are characterized by the game action which is performed through the control of visual images on a computer monitor. The approaches to the introduction of games into educational practices, based on scientific evidence of the positive influence of gaming activities, in particular video games, on students are the most topical. The works of Adam Eichenbaum, Daphne Bavelier, Shawn Green, Peter Gray, and others have shown long-lasting positive effects of video games on basic psychic processes: perception, attention, imagination, memory, decision making. Most studies have shown that engaging in video games requires students to think fast, keep track of many elements at once, store large amounts of information, and take decisions on game actions for a limited time. According to the psychologists, these skills are the main building blocks of intelligence and they play a decisive role in cognitive activity. Although the expediency of using games in learning is scientifically proven, at the same time there are complex moments associated with the introduction of computer games into the learning environment both in the study of individual disciplines and in the course of the implementation of alternative training focused on the dominant use of gaming activity, an important component of which is a computer game. The methods of scientific search included the use of content analysis of monographic, periodical pedagogical, psychological literature to find out the basic notions, concepts of the research; netnography for the analysis of sites, blogs, on which scientists, teachers, parents exchange experience of using computer games in education of high school students. The paper describes the positive influence of video games on the development of students’ cognitive, logical, linguistic, literary and social skills. Video games stimulate learning process and have all the components that provide effective learning (motivation, clear goals and rules, interpreted results and constant feedback). The use of games in training allows abandoning standard testing, as learning and evaluation are functionally combined in the game. The principles describing the positive influence of games on the development of students are formulated: improvement of basic visual processes; improvement of visual contrast sensitivity; successful treatment of amblyopia; improvement of attention and vigilance; improvement of the ability to track moving objects in sight; decrease of impulsivity; overcoming of dyslexia; improvement of executive functioning; increase of mental flexibility; improvement of skills related to the completing of cognitive tasks. The paper presents one possible solution to the introduction of games into the curriculum of general education institutions, which is to provide 100 percent of the learning time to gaming activity. In 2009, in New York, within the framework of cooperation between the Institute of Play and The New York City Education Center, with the support of the MacArthur Foundation, Quest to Learn-Q2L school for students of 6–12 grades was created, in which each subject is studied through a playing activity that involves computer games. The topical task for the domestic pedagogical theory and practice is the study of foreign experience in determining the conditions for the use of computer games in education of high school students as an important instrument of developing the skills of the ХХI century, in particular, cognitive, creative, communicative, and collaborative ones.
Appears in Collections:Педагогічні науки: теорія, історія, інноваційні технології

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