Commercial Video Games in School Teaching: Two Mixed Methods Case Studies on Students' Reflection Processes.

Area of Science:

• Educational Technology
• Media Studies
• Game-Based Learning

Background:

• Commercial video games are prevalent in students' lives and offer potential for educational use.
• Formal educational settings require more evidence on effectively integrating video games for learning.
• Teachers can leverage video games to motivate students and guide reflective learning processes.

Purpose of the Study:

• To investigate student reflection processes when using commercial video games in high school classrooms.
• To explore how students engage with game content and relate it to curricular topics.
• To assess the educational value of commercial video games as objects of reflection.

Main Methods:

• Two mixed-methods case studies were conducted in 10th-grade biology and 12th-grade history courses.
• Students (n=46) played and discussed commercial video games aligned with their curriculum.
• Student reflection was examined through their responses to teacher-led discussions on game content and educational relevance.

Main Results:

• Students discussed game enjoyment, content representation, and learning potential.
• Discussions facilitated reflection on game experiences, curriculum topics, and media criticism.
• Study 2 revealed discussions on emotions, stereotypes, violence, and narrative in a history game.
• Quantitative data showed positive impacts on perceived knowledge, motivation, and game acceptance.

Conclusions:

• Commercial video games can be valuable educational tools when used as objects of reflection.
• Integrating games promotes critical thinking, media literacy, and deeper engagement with subject matter.
• Further research is warranted to explore the full potential of game-based learning in diverse educational contexts.