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Teaching about all the different word classes, rules and exceptions of English grammar is very important if we want our students to improve their language skills, but at one time or another their brains need a break from all the information they are absorbing. It is vital to help the mind relax in between study periods for better concentration. This is only one of the many reasons teachers should incorporate games in their lessons. First of all, games are fun! Kids love games and it is a good way to focus their attention and actively engage them in the lesson. Moreover, they encourage the quiet ones to get involved too. Let’s think about video games as a sort of analogy; video games are able to capture the player's attention for the entire period of the game. This is because of the player's need to achieve certain objectives within the game, and be able to progress to the next level (1). The system of points, badges, rewards and leaderboards featured in most online games can be replicated in an educational context to match learners’ different motivations and needs for interaction or self-expression. But games are not only for children, they are for all levels and ages, and are actually an active way of learning. While playing games, students develop a variety of connections with the content and can form positive memories of learning. Many games feature a variety of different stimuli; some learners might remember the vocabulary words from acting them out, others remember reading the clues. Games can provide a variety of sensory experiences for students, hence enable to address the different learning styles. What’s more, the fun, silly or interesting moments tend to stand out in students’ memories, and they latch on to the vocabulary or structures they are studying. Last but not least, experts suggest that games help us develop non-cognitive skills, which are equally important as cognitive skills to student achievement, both in and beyond the classroom (2). Cognitive skills involve conscious intellectual effort, such as thinking, reasoning, or remembering. On the other hand, non-cognitive or ‘soft skills’ are related to motivation, integrity, and interpersonal interaction. Enough research has been done to let us know what makes some students more successful than others. Surprisingly, it isn’t in-born intelligence or a specific knowledge. In fact, personal traits such as patience and discipline, which one should acquire as a child but often does not, correlate with success better than IQ scores do (3). Recently, soft skills, including effective communication, time management, critical and creative thinking, and problem-solving, seem to be diminishing. I believe teachers play a vital part in constructing the soft skills of a student. And these skills are far better suited to a game context than to a traditional classroom and textbook context. Additionally, the recent increase in technology, the influence of social media and mobile devices has exacerbated the loss of human interaction. Games often encourage the players to work in teams, cooperate, and to help each other. In conclusion, playing games in the classroom can help the teacher create an enjoyable, inclusive environment, encourage student attendance and participation, and increase student talking time. They can be used in all stages of a lesson, whether we choose to play an energetic game as a ‘brain break’ or a communication game to revise old material or to reinforce learning objectives. Students love games and the best part is that they are actually learning without realising it. Some teachers may argue that playing games is something you only do when you’re having a break. Others may regard them as a source of distraction or even procrastination. In my opinion, the benefits of learning through play, active engagement and fun strongly outweigh the drawbacks. References: (1) https://www.sciencenewsforstudents.org/article/what-video-games-can-teach-us (2) Suziedelyte, Agne. Can Video Games Affect Children's Cognitive and Non-Cognitive Skills? 2012. SSRN Electronic Journal. 10.2139/ssrn.2140983 (3) Khine, Myint. Non-Cognitive Skills and Factors in Educational Success and Academic Achievement. 2016. 10.1007/978-94-6300-591-3_1
