“Specifically, strategic video game play may predict higher problem solving skills because video games possess good learning principles (Gee 2005; Green and Bavelier 2008). For instance, the level of difficulty in almost all video games increases throughout the games in small incremental steps,

so that players do not advance to the next level of difficulty too early—but only once they have developed the skills necessary to complete the current level. Video games, therefore, involve individualized skill development, which likely leads to enhanced motivation (Green and Bavelier 2008). In contrast, this high level of individualized skill development is more difficult to replicate in the average classroom where there often are more than 30 students per class, potentially contributing to the finding that many adolescents report feeling bored and unmotivated in school (Larson 2000)” (Adachi & Willoughby, 2013, p. 1050)

This excerpt from Adachi and Willoughby’s (2013) study packs a lot of information into it that not only apply to video games, but the possible benefits technology can have on teaching in general. This study showed that there is in fact a correlation between the problem solving skills of students and whether or not they play strategic video games. The reasoning the authors provide is that the video games almost gauge and measure the student’s progress in a way, and this determines whether or not they are ready yet to move on to more advanced/difficult levels. This method of measuring student’s advancement is a direct analogy to the how progress should be monitored in teaching. Students should slowly be introduced to more challenging problems, concepts, topics, etc., but only once they have mastered those that come before it. Of course, as stated in the discussion, this is easier said than done in a classroom of 30 students, where everyone is at different stages and areas of understanding. This is where technology can really make a difference. There are many resources available that teachers could make use of that provide the students with practice at their current level of understanding. They can then practice these skills, and various algorithms help determine at which point students have mastered this idea and can build upon it with the next. Of course, this also brings many questions to mind. To what extent should this type of technology be used? A computerized algorithm is no substitution for a teacher’s knowledge of his/her students, and so it should be used as an aid, but not a substitution. Additionally, the types of technology, softwares, programs, etc. need to be considered. Does this software or technology take too much of the cognitive demand of the student away? Does it enhance the student’s learning or reduce their conceptual understanding? These questions and more are ones that need to be considered when introducing game-like or any other forms of technology in the classroom, and how they can be used as a resource, aid, or supplement to learning that is indeed beneficial for the student.