Computer Games and Education 

It is well recognized that education imparts skills, values, and attitudes through the textbooks utilized in various educational institutions; nevertheless, the potential for sustained exposure to these skills and values is jeopardized by the explosion of contemporary games. This imposes further demands on educators, necessitating adjustments to their instructional strategies in alignment with the games students engage with at home; consequently, one could contend that an additional element should be incorporated into the frameworks established by teachers, which were originally conceived around three primary components: the textbook, the educator, and the learners.

Positive games are not readily identifiable by children or their parents, making the issue of children’s exposure to such games critical. It necessitates the involvement of experienced individuals capable of assessing the appropriateness of various games. Consequently, increased engagement with games may lead to greater challenges and complicate the effective presentation of lessons. The challenge of determining which games kids may engage in is evidently challenging, as these games must align with the school’s established curriculum. 

Negative games 

Games are detrimental as they adversely affect students’ cognitive abilities and their capacity to understand academic activities and materials meritoriously. Consequently, the extensive duration students dedicate to computer games worsens the situation for both teachers and parents, as children become deeply engrossed in the games they play, irrespective of the time squandered on such activities. Furthermore, the negative aspects of gaming extend beyond the mental well-being of students to encompass the time they dedicate to reading and completing their schoolwork. 

 Positive Games! 

Although it has been previously asserted that games possess undesirable attributes, this does not inherently imply that the adverse aspects obstruct educators or game developers from enhancing the worth of these games. In this regard, analyzing every game, from the simplistic to the intricate, reveals the coexistence of positive and negative elements; for instance, a game like Grand incorporates novel vocabulary and illuminates the lives of individuals in the West. Furthermore, the geography of certain regions is accurately represented in the game, enabling educators to utilize these areas to enhance the educational framework implemented in schools; concurrently, measures must be taken to mitigate any adverse effects the game may have on students’ learning. For instance, the game contains some scenes that might not suit the students’ culture. In this sense, negative impacts on the students’ learning are interwoven with the positive ones, and there should be some efforts to mitigate negative impacts the games can have on the students; for this reason, the necessity for an expert is paramount; however, initiatives must persist to achieve the essential goals of sustaining optimal academic performance, fostering collaboration with game specialists and providers, and advancing pedagogical standards.