The use of games as instructional tools is well established. The scientists from https://au.edubirdie.com/assignment-provider company made the investigation to find out the origins of gaming. There is evidence that games were used in China as early as 3000 B.C. Since the early 1960's there has been a rapid growth in the use of gaming and simulation in all areas of teaching. Children in elementary schools play word games. The military uses games and simulations in training. Medicine uses games to practice skills needed when assessing patient conditions. Business uses management games and simulations to create experiential environments for learning managerial behaviour. For example, Faria (1987) has reported that 4,600 of the larger U.S. firms he surveyed used business or experiential games in training or development.
Some wide ranges of benefits for which educational researchers and theorists ascribe to games include improved practical reasoning skills (Wood & Stewart, 1987), higher levels of continuing motivation (Malouf, 1988), and reduced training time and instructor load (Ailen, Chatelier, Clark, & Sorenson, 1982). Diverse training applications, such as attention reduction or automaticity training (Jacobs, Dempsey, & Salisbury, 1990) and complex problem solving (Hayes, 1981), are hypothesized to be prime candidates for gaming strategies.
The actual research in the use of gaming for educational or instructional purposes is sparse. A review of some 100 instructional gaming articles (Dempsey, Lucassen, & Rasmussen, 1996) revealed little substantive research concerning ways to computer games could be used for educational purposes. The limited amount of study in this area has led some researchers (e.g„ Bredemeier & Greenblat, 1981) to question many claims made on behalf of educational games because of lack of sufficient empirical support. Even so, games, particularly computer games, are considered by many to be powerful tools to increase learning. It seems almost self-evident that educational computer gaming is a growth area and one worthy of exploration by applied researchers. Despite findings that, for example, arcade-style gaming is a social and not an achievement-oriented activity (McClure & Mears, 1986), gaming activity is increasing greatly because of more sophisticated and lower priced hardware and software in personal computers.
Educational researchers will be more frequently asked how to incorporate games into learning environments and will continue to be perplexed about how to arrange studies that respond to this summons. Much of what occurs place in a gaming environment may not be easily measurable or, at least easily reduced to a few variables. The validity of the assessment of an instructional game is quite different from with other learning environments and, according to Reuben & Lederman (1982) is dependent on rules, interactions, roles, goals, and criteria.