Games in education: Beyond arousal, aggression, and gender

Most researchers have been satisfied with describing the shortcomings of video games. Our current understanding of video games is based on the physiological processes as a result of gaming, the pros and cons of gaming, spatial and attentional skills while gaming, and gender differences with respect to video games [1]. There is little evidence to support the potential benefits of video games in education. This may be due to a lack of work identifying important educational variables and/or understanding the complexity in which garners interact with these systems. This investigation explores teachers' perceptions of video games based upon their experiences. From their responses, variables for further investigation are identified and implications for future investigations are suggested.