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Barriers and Tips for Engaging Minority Students in Learning
Abstract
The potential of gaming and education is just the beginning of a new discipline of pedagogy worthy of investment. These educative experiences can be replicated in other fields such as clinical medicine and educational motivation for minorities. Technology plays a critical part of everyday life, but some schools are hesitant to embrace computer games, despite their popularity, to improve academic performance. Both educators and minority students would benefit if teachers could not only accept but would also embrace gaming technology in schools and classrooms. Smartphones are also becoming more user friendly with new gaming learning strategies. Colleges and universities should initiate courses of study to prepare teachers to use these new tools to educate minorities about the types of products available for use and the complex subject of gaming. A pedagogical rubric was developed to examine the educational aspects of games designed by preservice teachers, developed by policymakers and students. The focus of the rubric was to evaluate the characteristics of educational games created by teachers, with various categories in the rubric highlight thinking, exploration, inquiry, active learning, reasoning, and motivation, among the categories of the rubric, likely influencing students' engagement with the learning process as they solve problems. Minority students' engagement in the developmental of rubric fosters complex problem solving in gaming.
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