Research Logs Omegalul

Research Log #1
Date: January 4, 2018

Name: Ian Ohari
EQ: How is modern technology making a positive impact?
Three Points to Prove: #1: Computers allow students to learn almost anywhere.
#2: Research is made easier and vaster through the use of technology.
#3: Gaming and virtual reality can be used to improve education.
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Point that this Source/Information Proves: # 1: Computers allow students to learn almost students to learn almost
anywhere
Excerpts (These should provide insight into the designated Point to Prove):
“When asked to imagine the learning device of the future, he suggested imagining a baseball cap connected directly to
a student’s brain. The device would allow the student to access “everything in the world, every possible public le out
there.” That’s important for students, he added, so they’ll realize “that nothing is impossible because they have [access
to] every bit of information.”
“Students will not only connect to each other: The Internet of Things will connect them “to their room and to the
building,” enabling them to interact with the physical space. For example, “ambient devices” in a classroom might
pick up on signals from student devices, allowing the teacher to tell at a glance the mood in the class. “Maybe there’s
an indicator that says 75 percent of the kids are working on this right now, so it’s green and that’s good, or only 25
percent of them are, so it’s glowing red.””
“Another aspect that won’t change is how schools will choose the learning devices their students will use. They won’t
be looking for something “sexy-cool-glitzy,” insisted Leslie Wilson, CEO of the One-to-One Institute, a nonprofit
organization that helps schools, districts and states learn how to integrate technology into learning environments.
Where the device decision needs to begin is “with the student learning activities and learning experiences and goals in
mind. What device best suits those? That’s a really defining decision that school people need to make, that clearly
drives what the choice in device is going to be.””
“You can imagine a distributed screen over multiple devices, where each kid has a piece, allowing for sophisticated
and more interactive learning environments to be created.”
“All in all, Wilson’s concept device “is in keeping with the notion of anywhere, anytime learning,” she said, constantly
giving students “the capacity of learning something new, creating something, developing something. It’s a never-
ending process. That’s the wave of the future of education.”
Analysis (How does this source support the Point to Prove?):
In this article, the author talks about several interviews with Sahil Doshi, Scott McLeod, and Leslie Wilson. In
the first interview, Doshi was asked what the future of learning would look like. Doshi replied to the question by
responding that his vision of the future of education holds a baseball cap-like device that would interface directly with
a student’s brain. When Scott was asked about Doshi’s concept device, he replied that it’s not far off the mark, and
stated that peer-to-peer connection would be key to creating a next generation learning device. Leslie Wilson, when
asked about her thoughts on next generation learning devices, she said that concept devices would be practical and
would help to enable learning anywhere. Next generation learning devices would offer many advantages over a
traditional education, such as being constantly connected to the Internet, being able to connect directly to peers and
classrooms, and being able to learn everywhere.
Doshi’s vision of a baseball cap device that would be constantly connected to the Internet provides a huge
opportunity for students. Because the students would always be connected to the Internet, any public files or databases
would be immediately accessible to them. The device would also be able to process complex thoughts and give results
in line with your expectations. It would essentially allow students to make search queries without limiting their
complexity. On top of that, because the brain would interface with the device, not being able to type on a computer
would not hold anyone back. Simply moving your eyes or speaking could make the device search things or send files
to the teacher.
Scott McLeod, when asked for his opinions, responded by saying that Doshi’s concept device achieves most of
what a next generation device would need to achieve. However, McLeod said that peer-to-peer connections would be
key to creating a such a device, as it would allow students to interact more deeply with the classroom, their teachers,
and their peers. McLeod says that right now, devices don’t interact that much with each other. He envisions a future
where everything is connected, allowing for more interactive and sophisticated educational environments to be created.
At the end, Leslie Wilson, CEO of One to One Institute, says that a concept device for next generation learning
is not far off. In fact, she argues that current generation hardware is more than capable to suit current students’ needs.
Wilson says that the ideal device for next generation learning would strive towards one main goal, and that is to enable
anywhere, anytime learning. Anywhere, anytime learning is the next big thing, and concept devices, such as the one
that Doshi imagined could make that come true.
Work Cited (correct MLA format):
Schaffhauser, Dian. “What Will the Learning Device of the Future Look Like?” T H E Journal, vol. 41, no. 12, Dec.
2014, pp. 8–11.
Research Log #2

Name: Ian Ohari
EQ: How is modern technology affecting education?
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Point that this Source/Information Proves: # 1: Computers allow students to learn almost anywhere.
“The society of knowledge refers to the society marked with the principle which requires that knowledge, information
and life-time learning hold a key to success in the world of IT technology.”
“Distance Learning has caused a number of changes in the traditional educational system and made it more interesting
by providing alternative approaches to those groups which had no access to education.”
“Courses, training-sessions and corresponding diplomas have become possible without physical presence of students in
educational premises. The usage of PCs and new IT- communicational technologies provided access to education to
every individual ANYWHERE and at ANY TIME.”
“Today, distance learning, by means of digital media serves to satisfy the needs of people who are unable to participate
physically in educational courses. The explosion of IT-technology avails access to virtual classrooms where a student
sits at his 'own desk'. The Web Based Education may be available at our own PC through WWW and there is a number
of advantages /4/ such as”
1. One may learn anywhere
2. One can learn whenever he wishes so  
3. You are the one who decides when do you wish  to learn  
4. You get the feedback  
5. You are connected to the latest text-books  
6. The low cost  
7. You may give up the original goal.  
“The distance learning educational method may prove a far better instrument of teaching that brings much better fruits,
so we recommend the application of new forms and methods of teaching instead of traditional educational methods.”
“Distance learning provides possibilities of education for any individual whatsoever, and, at the same time it teaches
him to accept the concept of the life-time learning, as on one hand, the major portion of teaching/learning is carried out
through lectures – and we speak only about quality lectures and quality lecturers – a considerable portion is based on
the research work, from the point of invention of the wheel and the personal inventions & innovations of everything
once again.”
“In Northern America, the descendants used to communicate with distant people by means of frequently caricatured
smoke signals, while today, this is possible to achieve in any given moment, it is sufficient to be on-line.”
Analysis (How does this source support the Point to Prove?)

This article provides interesting and important insights into the idea that computers allow students to learn
anywhere at anytime. The authors provide strong evidence to prove that using computers to learn from a distance can
be advantageous, and sometimes, even preferred.
Learning through the Internet, or as it is otherwise known, distance learning, has several advantages: 1. One may learn
anywhere, 2. One can learn whenever he wishes so, 3. The student the one who decides when they wish to learn, 4.
You get the feedback, 5. You are connected to the latest text-books, 6. The low cost, 7. You may give up the original
goal.
Being able to learn anywhere is game-changing. Before laptops that could be carried around existed, students
could only learn in the classroom or the lab. Students had to physically be there at the location in order to learn. When
computers and laptops came around, anyone could type a document, make a presentation, or look up information at
anytime, anyplace. Students were no longer confined to the physical space just to learn. Students could now look up
information, video call to listen in on a lecture, even ask other people online for information.
Tatkovic, Nevenka and Maja Ruzic, A Distance Learning Review—The Communicational Module “Learning on
Demand—Anywhere at any Time”. Online Submission, Online Submission, 01 Feb. 2004. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED490442@site=ehost-live.
Research Log #3

Name: Ian Ohari
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Point that this Source/Information Proves: # 1: Computers allow student to learn almost anywhere.
“Literacy is an essential skill and with technology changing the way people think, it is time to spread education
through digital means.”
“At record speed, digital technologies are fundamentally changing the way people live, work, learn and socialise
everywhere.”
“However, those who lack access to digital technologies and the knowledge, skills and competencies required to
navigate them, can end up marginalized in increasingly digitally driven societies.”
“According to Economic Survey of Pakistan (2016-2017), the country’s literacy rate has declined from 60 per cent to
58 per cent. The survey also shows that literacy rate remains much higher in urban areas, 74 per cent, (male, 81 per
cent and female, 68 per cent) than in rural areas, 49 percent. Province wise data suggests that Punjab and Sindh lead
with 62 per cent and 55 per cent respectively followed by Khyber Pakhtunkhwa with 53 per cent and Balochistan with
41 per cent.”
“Although Pakistanis are officially reported to have 58% literacy rate but even those who are called as ‘Literate’ are
only able to read and write, which in today’s skill oriented world is static and hence considered as illiteracy. And now,
the evolution of digitalization has made literacy almost an alien concept in our part of the world, especially in
underprivileged areas. The question that arises here is, how can digital learning be included in the curriculum when
there is a decline in the overall literacy rate? It seems like a farfetched idea, especially in the rural areas where there is
a lack of healthcare facilities, access to sanitation and clean water etc.”
“As far as the point that how much we are incorporating digital learning in the curriculum is concerned, then I must
mention that yes, but a little bit. You can name it as e-learning or hands on experience. Just to tell the students to go
search on their own brings them confidence that for a change, they don’t have to rely on their teacher. They can find
solutions and learn by themselves also.”
“But what is digital learning? It can be defined as a web based learning which effectively makes use of the information
technology to impart knowledge to the students.”
“The teacher now does not have to take the pains of writing on the blackboard with white chalks and then erase it
afterwards.”
“Beyond any doubt, the digital learning procedure has made research work simpler. With information easily available
on the internet you can find solution to any problem or question and carry your work further.”
“There is no need to compete with the rest of the class as e-learning allows you to learn at your own pace. Digital
learning technologies not only enable students to grasp concepts more quickly and fully but allow them to connect
theory and application more adeptly.”
This article is about literacy and the expanding availability of education in areas affected by poverty through
technology. The author points out that literacy is an essential skill, and that, with technology changing the way people
think, education is spreading through digital means. The author also says that technology is rapidly changing every
aspect of life, from work and school, to socialization and play.
Technology gives new possibilities to everyone to enhance all aspects of life. One such aspect is literacy. As
technology is becoming more and more affordable, so do the benefits that come with it, such as enhanced education.
With technology, it is possible to be educated in places and ways where it was traditionally impossible. Third world
countries especially see these benefits. In places where there is a small amount of teachers, students may not have been
able to get the full benefit of education before, but with technology enhanced learning, they can now take full
advantage. One example of this is in Pakistan, where only 58% are considered literate, although with today’s growing
standards, most of that 58% would be considered illiterate. Technology enables students learn anywhere, not just
meaning being able to learn on the go through the internet and online textbooks, but also being able to learn in places
where there was no education or the quality of education was very little.
After reading through this article, the people that would benefit the most from distance learning technology
would be students in developing countries, third world countries, and other countries where getting to the physical
school building is dangerous. Distance learning would allow students who can’t easily access schools or get a good
education lean on their own. While not a perfect solution, it is the most efficient one, as the only other option would be
to modernize the entire education systems of every developing nation, third world country, and countries without
proper education systems.
Sarfaraz, Iqra. “Time to digitalize.” The News International: Latest News Breaking, Pakistan News. The News
International, 19 Sept. 2017. www.thenews.com.pk/magazine/you/230784-Time-to-digitalize. Accessed 10
October 2017.
Research Log #4

Name: Ian Ohari
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Point that this Source/Information Proves: # 2: Research is made easier and vaster through the use of technology.
“The rise of Web-based learning will lower the costs and barriers to a good education and raise living standards around
the world. “
“Academic research is experiencing a high-tech makeover, as well, and it matters more than most of us know. For the
average person, the scholarly pursuits of research faculty might seem harder to digest than storylines about free
college, but when you realize that academic research impacts every aspect of our lives — including the economy,
medicine and human behavior — then it’s much easier to swallow.”
“Technology has become the new backbone in the classroom and the lab.”
“On the research side, the movement to streamline the painstaking process of analysis began in the late 60s.”
“Several decades later, cloud-based software started changing the way researchers collect data, as well.”
“Standing between every researcher and peer-reviewed publication, however, are mountains of messy logistics that
must be removed to focus on what really matters: first-rate research design and analysis.”
“A prime example is Corinne Bendersky, an associate professor in UCLA’s Anderson School of Management, who
recently published a study in the Academy of Management Journal. Her research, which challenges basic assumptions
about the performance of extroverts and neurotics at work, was made easy by using technology to collect her research
and experimental data.”
“In the past, polling a large organization for a study like this required printing thousands of surveys, buying stamped
envelopes, and hoping that everyone receiving the questionnaire would complete it and mail it back. It would also
require a major time investment from the organization being surveyed. Conducting experimental research would be
even more complicated, requiring busy research aides to print and organize countless scenarios. Technology allowed
Dr. Bendersky to avoid these costly hassles and give the business world a key insight on who to hire for high-
performing teams.”
“Technology also removes the intimidation factor for students. As a student at the F.W. Olin Graduate School of
Business at Babson, Su-Ting Yang used technology to collect data for the applied research required in her MBA
program. For students like Yang, who have grown up around computers, it is much more intuitive to navigate a
software interface than to design research on paper — and it’s more accurate, to boot. For Yang, the experience also
prepared her for a career as a marketing research analyst at Nuance Communications where she uses the same
techniques and technology every day.”
“Our world is being remade by technology at an increasing rate, and that’s exciting. Just as technology shrinks the
world and democratizes information, it is also reshaping how we learn. This is important for a rising generation of
students — and also for the researchers who drive the innovations that make life better.”

This article provides several points that prove that technology is improving the quality of education. The
author starts by talking about the present day, saying that Obama’s top economic advisor said that the rise of web-
based learning would lower the costs and barriers to a good education. The author goes on to say that lots of smart
people agree with that statement.
Beginning in the 60’s, efforts to streamline the process of analyzing data were made. Those efforts were
successful; as today, cloud-based software is changing the way researchers collect and analyze data. According to the
author, one major obstacle in the way of researchers publishing their work in scholarly journals is the challenge of
analyzing mountains of data. Through the use of new cloud-based solutions, analyzing lots of data is no longer as
much of an issue.
One example of using technology to streamline research is Corinne Bendersky. Bendersky used technology-
based solutions to make analyzing data easier, and thus making her entire project much more viable to do, because
before, scientists had to spend tons of money to print out surveys and mail it to subjects, and then they had to wait for
them to send it back, but now, it takes an exponentially less amount of money and time to complete the project.
The world of academic research is drastically changing. With the sudden boom of modern technology and
computers, academic research has become much easier and efficient. This directly led to bigger and more complicated
research projects, which gave birth to many important innovations, such as the personal computer, the Internet, and
even genetic engineering.
Smith, Ryan. “How Technology is Changing Academic Research.” Wired, Conde Nast, 6 Aug. 2015,
www.wired.com/insights/2013/07/how-technology-is-changing-academic-research/. Accessed 30 Oct. 2017.
Research Log #5

Name: Ian Ohari
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“It was on this date in 1983 that ARPANET (Advanced Research Projects Agency Network — the world’s first
operational packet switching network and the progenitor of what was to become the global Internet) officially switched
to using Transmission Control Protocol and Internet Protocol (TCP/IP).”
“The Internet has impacted all industries in ways we could not have imagined three decades ago. But nowhere has that
impact been felt more so than in science research and academic publishing, especially during last 15 years of transition
from hard copy to electronic files and the more recent emergence of networked science.”
“Since the very early days of the printing press, science has been dependent upon the publishing industry to advance
knowledge. When Galileo’s Discorsi e dimostrazioni matematiche, intorno a due nuove scienze (The Discourses and
Mathematical Demonstrations Relating to Two New Sciences) was published by the House of Elsevier in 1638, it
challenged the widely held beliefs of that time about the origins of the universe. Such thinking was held to be
bordering on heresy by the religious institutions of the day, but the availability of the written word that could be easily
transported and made available for others to study, propelled enlightenment and knowledge.”
“Collaboration between researchers in different countries, of the kind we take for granted today, would have been
unheard of even as late as WWII.”
“More than 35 percent of all research papers published today document active international collaboration, a 40 percent
increase from 15 years ago and double since 1990. China dominates in cross-border collaborations; Japan and the E.U.
are second and third.”
“In the first decade of the nascent Internet, little impact outside of the (then) narrow computing community was felt,
but in 1992 the first digital versions of research papers became available to the science community via The University
Loicensing Project (TULIP), a cooperative effort between Elsevier and eight U.S. universities (Carnegie Mellon,
Cornell, Georgia Tech, University of California, University of Michigan, MIT, Virginia Tech, University of
Washington). Now the publishing process no longer required a lengthy typesetting and production timeline to create a
journal or paper — content could be created in bytes and pixels and made available virtually.”
“Six years later (April 1998) the journal Computer Networks and ISDN Systems published a research paper by two
computer scientists, Sergey Brin and Lawrence Page, titled: “The anatomy of a large-scale hypertextual Web search
engine.” Their resulting Google search engine launched in September of that year and revolutionized the knowledge
transfer process.”
“By 2000, digital versions of more than 11 million research articles and the first e-books became available and by the
end of the first decade of the new century, international sales growth for digital academic content surpassed hard copy.
More than 1.5 million research papers are currently generated by over 200 countries and e-marketing of such content
through the use of social networks now is the norm.”
“Scientists and engineers representing a wide variety of cross-disciplines can debate research findings in online
forums, and society will ultimately benefit from the resulting scientific discourse that will open up limitless new
avenues for search and discovery.”
“As with any advancement, the assets provided by the Internet come with their own set of liabilities, and they are
legion. Most notably are the increases in plagiarism, piracy of Intellectual Property, the debate over Open Access as
well as how we manage and vet Big Data. Internet search engines can provide researchers with inexhaustible sources
of information, but they cannot determine whether the content can be trusted. The peer review process which is at the
very core of scientific publishing still works, and may never be more crucial than it is right now.”
In this article, the author asserts that technology has come a long way from the Renaissance and so has
research. Due to rapid technological advancements, research has become more efficient, more vast, and easier to
access. With technology moving forward, collaboration between researchers has become more common and has also
helped to make research more vast and more comprehensive.
Due to collaboration becoming more common in research, scientific knowledge has grown exponentially,
becoming more precise and exploring new fields that didn’t exist one hundred years ago. Before WWII, collaboration
in research was unheard of, but today, it’s something we take for granted. In fact, more than thirty five percent of all
research papers are the product of active international collaboration, and it’s all thanks to the Internet. Technological
advancement has made the world of research – and the world in general – a better place.
Dumon, Olivier. “How the Internet Changed Science Research and Academic Publishing, Creating the New Research
Economy.” Huffington Post, 3 Jan. 2013, https://www.huffingtonpost.com/olivier-dumon/how-the-internet-
changed_b_2405006.html. Accessed 13 November 2017.
Research Log #6

Name: Ian Ohari
#3: Gaming and virtual reality can be used to improve educational quality.
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“Three-quarters of AP and NWP teachers say that the internet and digital search tools have had a “mostly positive”
impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation
with short attention spans” and 64% say today’s digital technologies ‘do more to distract students than to help them
academically.’”
“Overall, teachers who participated in this study characterize the impact of today’s digital environment on their
students’ research habits and skills as mostly positive, yet multi-faceted and not without drawbacks.”
“At the same time, these teachers juxtapose these benefits against some emerging concerns. Specifically, some
teachers worry about students’ overdependence on search engines; the difficulty many students have judging the
quality of online information; the general level of literacy of today’s students; increasing distractions pulling at
students and poor time management skills; students’ potentially diminished critical thinking capacity; and the ease
with which today’s students can borrow from the work of others.”
“These teachers report that students rely mainly on search engines to conduct research, in lieu of other resources such
as online databases, the news sites of respected news organizations, printed books, or reference librarians.”
“Most teachers encourage online research, including the use of digital technologies such as cell phones to find
information quickly, yet point to barriers in the school environment impeding quality online research.”
“Asked which online activities they have students engage in, 95% of the teachers in this survey report having students
“do research or search for information online,” making it the most common online task. Conducting research online is
followed by accessing or downloading assignments (79%) or submitting assignments (75%) via online platforms.”
“Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,”
teachers rate the actual research skills of their students as “good” or “fair” in most cases. Very few teachers rate their
students “excellent” on any of the research skills included in the survey. This is notable, given that the majority of the
sample teaches Advanced Placement courses to the most academically advanced students.”
“Teachers are evenly divided on the question of whether today’s students are fundamentally different from previous
generations; 47% agree and 52% disagree with the statement that “today’s students are really no different than
previous generations, they just have different tools through which to express themselves.” Responses to this item were
consistent across the full sample of teachers regardless of the teachers’ age or experience level, the subject or grade
level taught, or the type of community in which they teach.”
“At the same time, asked whether they agree or disagree that “today’s students have fundamentally different cognitive
skills because of the digital technologies they have grown up with,” 88% of the sample agree, including 40% who
“strongly agree.” Teachers of the lowest income students are the most likely to “strongly agree” with this statement
(46%) but the differences across student socioeconomic status are slight, and there are no other notable differences
across subgroups of teachers in the sample.”
“Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are
creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’
and need more time away from their digital technologies” (86%). Two-thirds (64%) agree with the notion that
“today’s digital technologies do more to distract students than to help them academically.” In focus groups, some
teachers commented on the connection they see between students’ “overexposure” to technology, and the resulting
lack of focus and diminished ability to retain knowledge they see among some students. Time management is also
becoming a serious issue among students, according to some teachers; in their experience, today’s digital technologies
not only encourage students to assume all tasks can be finished quickly and at the last minute, but students also use
various digital tools at their disposal to “waste time” and procrastinate.”
“Thus, despite 77% of the survey respondents describing the overall impact of the internet and digital technologies on
students’ research habits as “mostly positive,” the broad story is more complex. While majorities of teachers surveyed
see the internet and other digital technologies encouraging broader and deeper learning by connecting students to more
resources about topics that interest them, enabling them to access multimedia content, and broadening their
worldviews, these teachers are at the same time concerned about digital distractions and students’ abilities to focus on
tasks and manage their time. While some frame these issues as stemming directly from digital technologies and the
particular students they teach, others suggest the concerns actually reflect a slow response from parents and educators
to shape their own expectations and students’ learning environments in a way that better reflects the world today’s
students live in.”
In this study, the authors provide a teacher’s view on how technology is changing modern research for
students, and how it affects their study habits. According to the study, technology is making research easier and vaster
for students all over the world, but that may come at a cost of a decreased critical thinking capacity and poor attention
span. In the study, teachers said that many students use Google and other online services much more than traditional
textbooks. According to the teachers, while this improves the quality and quantity of information on the Internet, it
also raises a problem of being able to sort through all the information to find reliable and relevant information.
According to teachers, this tends to lead to students being lazy and only using information found online to complete
the assignment.
That leads to the negative side effects of online research on the younger generation of students: it makes them
less capable in critical thinking and degrades attention span. Because everything is available online all the time,
looking something up is extremely convenient, and research has become known as “Googling something,” whereas
before, it was a long, drawn out process of intellectual curiosity. While there are side effects of online research, the
positives out weigh the negatives.
Purcell, Kristen, et al. “How Teens Do Research in the Digital World.” Pew Research Center: Internet, Science &
Tech, 1 Nov. 2012, http://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/.
Accessed 20 November 2017.
Research Log #7
Date: December 6, 2017

Name: Ian Ohari
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Point that this Source/Information Proves: # 3: Gaming and virtual reality can be used to improve education.
“The results indicated that the mean score of the children in the experimental group was significantly higher than those
in the control group, indicating the positive effect of using Video Games in teaching English vocabulary to children. It
was recommended that kindergarten teachers adopt Video Games activities in their classroom practices to improve
children’s English vocabulary retention. Consequently, the children’s English comprehension would be improved as
well.”
“The use of digital media has shaped our lives and the way we live and interact with others. Children are no exclusion
to this rule. Today’s children of all ages are living in a highly media influenced environment with access to a variety of
digital electronic devices which are accessible both at home and else where including school.”
“With the rapid introduction of the computer and web technology into life, the field of education also benefits from
these technologies. The effects of these technologies on issues such as student success, attitude, motivation and
retention, have been investigated in different fields.”
“In today’s changing educational system, it can be said that games may be effective on every age group by shaping
them appropriately during developmental period.”
“Educational Video Games are activities that provide students the opportunity to reinforce the previous knowledge by
repeating it in a more comfortable environment. They are software that helps students to learn the lesson subjects and
to develop their problem solving skills by using their desire and enthusiasm to play.”
“Opportunities that are provided by ICTs have led to striking changes in traditional education. These changes have
destroyed the walls of traditional education and learning, and thus learning may occur anywhere desired. Furthermore,
with the help of computers learning environments have become more interactive and less boring particularly in foreign
language learning. Using Video Games in foreign language education is one of the most utilized methods and have
been developed by foreign language teachers.”
“Findings from a number of research studies indicate that appropriately designed Video Games enhance students’
learning performance in science, mathematics, and languages learning.”
“The study found that Video Games use enhances children’s fine motor skills, alphabet recognition, concept learning,
numerical recognition, counting skills and pre-language knowledge, cognitive development, and self-esteem or self-
concept.”
“While game-playing is regarded some what negative in educational settings, particularly for young children, its
influence in a teaching and learning context is crucial.”
“To sum up, Video Games can play a crucial role in language learning. Video Games are creating a new social and
cultural environment and by combining thinking, social communication and technology it also facilitates learning.”
“Research proves that Video Games are not only helping but also preparing kids for life in the 21st century.
Wheeler(2009) argues that if parents include good digital games in their children’s daily routine, they will accelerate
their language and cognitive growth, and give them the skills they need for the high-tech global world they will live
in.”
“Grounded on the previous results, it was concluded that the use of Video Games in learning English vocabulary was
much more effective in children. The current study proved that Video Games are an important part of most children’s
vocabulary learning process.”
“There was also another reason for students’ improvement which was related to the richer content with audio, video
and animation which was provided through Video Games.”
“Actually, the results of this study will be the beginning to ask how this powerful new medium might be used to
support children’s learning of English language as a foreign language in kindergartens. Rather than shutting the door of
the school against Video Games, there will be increasing interest in asking whether Video Games might be offering a
powerful new resource to support kindergarten’s learning in the knowledge age.”
“It was clear that in Video Games’ English vocabulary classes, the environment was comfortable, cooperative and non-
threatening so that less confident children who normally refuse to participate in the English class wanted to participate
in the class activities. Also, the opportunity to hear English from native speakers was greater. Actually, students were
away from the routine of the classroom and they interacted with a new environment of Video Games which was
presented through the British council official site via the internet any time and any where.”
“It can be concluded from the results o f this study that Video Games have positive effects on vocabulary learning
process in kindergarten classes of Saudi children. Using Video Games in the classroom results in facilitating the
English vocabulary learning among kindergarten’s children. Children’s English vocabulary learning process and
retention become much more enjoyable.”
In this article, the author asserts video games are completely beneficial to learning and education, especially in
language education. The article is based on a study done to see if video games promote learning. According to the
author, the results pointed to a complete and absolute conclusion that, yes, video games are beneficial in education.
According to the results of many studies done on the same topic, video games are most beneficial to learning in young
children, rather than grown adults. This is probably due to several factors, one of which may be that video games don’t
appeal as much to grown adults. The testing methodology and background information can possibly shed some more
light on limited success in adults.
Video games create a new social environment for kids to learn in. Success with video games is also probably
linked with the child’s motivation and enthusiasm to play video games. Due to these, limited success in adults is
probably due to the adult being more mature. Adults are more mature, and probably have less desire to play video
games, so video games don’t offer the motivational drive that they do in children. Adults are also past the critical
period in which they learn study habits, critical thinking, and fine motor skills. Because kindergartners are still learning
these things, video games that teach these skills have a much more noticeable impact on them.
Despite limited success in adults, video games in education are still viable. Kindergartners and other young
children are still developing, so video games may offer accelerated learning compared to traditional learning. Having
fun is also a factor, which helps children to retain the information longer, as they will link the information learned to a
positive experience they will remember. These hypotheses are all proven through the author’s recommendation to use
video games in kindergarten to accelerate the learning of foreign language.
Alshaiji, Ohoud Abdullatif. “Video Games Promote Saudi Children’s English Vocabulary Retention.”
Education, vol. 136, no. 2, Winter 2015, p. 123.
Research Log #8

Name: Ian Ohari
-----------------------------------------------------------------------------------------------------------------------------------------------
“Virtual reality is one of the foremost concepts being explored in the world of technology today. It is a combination of
virtual and reality. The word virtual means near. Therefore, it is a computerized environment that can be described as
near reality. Virtual Reality uses special equipment such as the Virtual Reality headset (VR), software and special
gloves for haptic responses. It allows us to experience a digital world created using computer mechanisms and feel as
though it is real.”
“Today, it is becoming difficult to motivate students to learn the material presented in the classroom. This is because
their attention is focused on the technological devices that they carry around with them. Examples of these are
smartphones and tablets. They can take selfies, chat and play games in these devices. Hence, they easily get bored by
the academic content presented in class and resort to fiddling with these devices.”
“By using VR technology, teachers can attract the attention of students to specially developed academic material.”
“By interacting with digital objects, students can conduct experiments without fear of real burns or explosions. They
can also learn how to fly without ever leaving the room. This safe learning surrounding can be applied to many other
high risk learning situations.”
“By using Virtual Reality (VR), students can interact in ways that traditional classroom settings could never do. This
technology provides them with a chance to create unique virtual profiles called avatars. They can also get immersed in
the technology and explore the independence that computer technology gives them. Some students are shy. Therefore,
Virtual Reality can help them to overcome this shyness through their avatars. This can help them to cooperate with
others, contribute ideas and enjoy learning.”
“Virtual Reality can be very helpful in specific courses. There are some academic disciplines which require students to
build physical things before seeing if their approach was correct. Examples of such are architecture, motor vehicle
design and fashion design. In these disciplines, students have to build or create physical representations of their
concepts before learning if they took the right approach or not. Virtual Reality can take away this doubt. By allowing
them to create these objects digitally, they can observe the outcome without building anything real.”
“There are some concepts and topics in mathematics, physics and science that are difficult to understand. This is
because it is challenging for students to visualize exactly what is going on in these topics. They are too abstract.
Virtual Reality can transform the elements in these concepts into visually and audibly real 3D images. Thus, students
can see, hear and feel what they are learning.”
“According to scientific study, it is easier for students to remember content and experiences which are delivered
through more than one sense. For example, it is easier to remember material that is presented through video format
than simply reading it. Virtual Reality can combine all the human senses in teaching academic concepts. In this way, it
is able to maximize retention.”
“Virtual Reality is without a doubt very entertaining. This technology brings images to life. It creates digital
environments that students can interact with. This can be very helpful in education. Concepts, environments and
conditions can be brought to life digitally. For example, students can take a journey through the digestive system to
understand its working methods. In this way, they can learn through observation and experience.”
In this article, the author talks about how virtual reality games can, and already are, changing education.
Virtual reality, or VR, is a new emerging technology that works by having the user wear a headset with goggles and
headphones, as well as using a controller to interact with the game. Because the user’s senses of sight and sound are
completely immersed, the user feels completely immersed in the virtual world. The user essentially perceives the
virtual world as real. This has many useful applications in education, such as keeping students motivated, allowing for
risky experiments to be conducted without risk, observing outcomes of assignments without physical action,
facilitating easier understanding of complex concepts, and helping students memorize material.
When talking about video games and education, the argument of “keeping students motivated” comes up a lot,
and for good reason. There’s scientific proof that video games help to keep students motivated in the education. This is
because video games are created to be fun, and if the students think that school is boring, video games used as learning
tools might make school a little more fun and enjoyable.
One of the benefits of using virtual reality, or any video game really, is that it allows for the user to take high-
risk behavior in the game without actually being exposed to any physical risk. Things such as blowing stuff up,
settings things on fire, or killing monsters are all classic examples of this. Virtual reality can be used to simulate high-
risk chemistry and engineering experiments without exposing the students to risk. This is crucial if the experiment can
be potentially fatal, which leads into another point, that virtual reality and video games can be used to train students for
improbable, but exceptionally dangerous situations. An example is for police training, where one can’t afford to make
mistakes during a raid or hostage rescue.
Virtual reality is the current spotlight of modern technology, and its uses, while plentiful, are still yet to be
exploited. Virtual reality video games in an educational environment could be a great thing, helping students get “real
world experience,” and also allowing shy students to interact and collaborate more. Virtual reality provides many
opportunities and advantages that traditional education simply can’t offer. It’s almost like education 3.0.
STAFF. “Education 3.0 : How Virtual Reality Will Change the Way We Learn.” Great Performers Academy,
https://greatperformersacademy.com/interesting/education-3-0-how-virtual-reality-will-change-the-way-we-
learn. Accessed 4 Jan. 2018.
Research Log #9

Name: Ian Ohari
-----------------------------------------------------------------------------------------------------------------------------------------------
“The computer game sensation 'Minecraft' has become a mainstay amongst school students of all ages. Anecdotally, at
Geoscience Australia, we have observed that 'Minecrafters' often draw comparisons between their Minecraft
experiences and the real world.”
“For some students, the line between reality and fantasy is blurred. At the extremes, there are those who believe that
the depiction of concepts in the game is a reflection of the real world, and those who see the game as pure fantasy with
no relation to science and the world at large. In truth, Minecraft falls somewhere between these two views.”
“The use of real terms in a fantasy world can lead to confusion. But these questions present a prime opportunity for the
classroom teacher to engage students in the true science of geology. This paper discusses some of the misconceptions
of Minecraft and some of the scientific concepts posed within the game that may be useful to understand when talking
to students about geology.”
“A cursory glance will reveal how misconceptions might form in players' minds. Usefully, this sets up the perfect
opportunity for injecting real geological science into class discussions.”
“In looking at Minecraft's depictions of common items (Figure 1), there are opportunities to provide guidance to
students on the true form that rock types take.”
“Cobblestones are rounded, not blocky.”
“Stone is a particular word to describe a type of rock, e.g., sandstone, rather than a generic word like fruit.”
“Gravel is made up of loose particles >2 mm in diameter, not all stuck together.”
“On introducing such concepts, we have an opportunity to talk about how and where rocks are actually formed. For
example, a discussion on cobblestones could note that cobblestones are found in a stream and are round and smooth,
having been worn down by the action of the water. They can be composed of rock from any rock family (i.e.,
sedimentary, igreous or metamorphic) and must be resistant enough to withstand the physical action of the water
during the journey downstream.”
“A discussion on cobblestones could be supported by a demonstration of a weathering process.”
“In the real world, ores are minerals or rocks that contain metal, which can be profitably mined and extracted. Within
Minecraft, although ores are similarly an important resource as they allow players to make tools and armour, the
overall definition is mere wide ranging (Figure 2).”
“Coal ore is an object in the game, but not a term used in geology. Coal is just coal.”
“Iron ore is consistently red-tinted in the game, but can occur in nature from grey through to a bright-red-banded rock
depending on the extent of oxidation of the iron (i.e., rusting).”
“Gold ore is as yellow as iron ore is red in the game, suggesting that there are high levels of gold in the gold ore. In
reality, gold ore has an average concentration of around 1 ppm (i.e., 1 g per tonne).”
“In the real world, coal is a fossil fuel, the end product of organic material that has been exposed to pressure and
time. It can burn; a rock can't burn (though its contents, such as oil or gas, can). Coal can be found both above and
below sea level, unlike in Minecraft, where coal is found exclusively above ground. As it is composed of organic,
rather than inorganic, material, in some cases coal isn't even considered to be a rock.”
“Iron is produced from iron ore, which contains the minerals hematite and magnetite. Iron is the most widely used of
all metals. Iron itself is relatively soft, so it is more often mixed with other materials and used in the form of the alloy,
steel. Steel is used to build bridges, large ships, building frames and machine tools.”
“Gold is very soft, nearly as soft as fingernails, and so is not useful for pickaxes or armour. Gold is heavy—a piece
weighs over nineteen times more than a similarly sized 'piece' of water, and is almost twice as heavy as lead. If you
had enough gold to fill a one-litre milk carton, it would weigh 19.3 kilograms; the same volume of milk weighs only
one kilogram.”
“Smelting in the game refers to the heating of resources to create a useable product. Ore blocks can be 'smelted' to
produce a single unit of raw material. Smelting gold ore produces gold ingots, sand produces glass, and clay produces
bricks. The term smelting is used even more broadly as heating raw pork chops to create cooked pork chops— a
process which, in everyday parlance, is called 'cooking'.”
“In reality, the term 'smelting' has a specific meaning. It is the heating of rock containing metal in an oxidised state
(such as iron oxide), and in the process, releasing the metal in its elemental state (for example, iron) by adding an agent
(such as coke) to remove the oxygen. The process is applied to copper, tin, lead, zinc and iron, but not to gold.”
“In Minecraft, a player can smelt precious stone ores to extract diamonds and emeralds. However, in reality, smelting
is not needed to extract diamonds from a rock; they are already in their final form, ready to be cut and polished.
Anecdotally, we find that many students are amazed by this fact, particularly those who play Minecraft.”
“The geological items shown in Minecraft are not always accurate in either shape or colour. Figure 4 illustrates why
students might struggle to match up depictions of the ores obsidian and emerald in Minecraft with real-world samples.
But such comparisons provide an opportunity to discuss geological concepts: the variety within nature; the oxidation of
copper into green copper oxide (think of the Statue of Liberty or the dome on Flinders Street Station), and how iron
ore varies from grey through to red.”
“Likewise, cold ore typically has no visible gold, unlike in Minecraft. In reality, any visible yellow colour in gold ore
is usually pyrite (fool's gold). Obsidian, or volcanic glass as it is commonly known, is not created from cobblestones; it
is lava that meets water and cools so quickly that crystals don't form, instead creating a glass.”
This article is a great example of using a video game that already exists to educate about the topics in the video
game. Whereas other typical approaches to using video games in education consist of making video games specifically
tailored to educate, this example shows how teachers can educate by using real world science to analyze video game
topics. In the article, there are several examples of in game items and concepts and their real world counterparts. These
include, general Minecraft items, ores, and smelting.
In Minecraft, there are many common items, but one of the most common items found is cobblestone. In the
game, cobblestone is found by destroying stone. This is not the case in real life, however, as cobblestone in real life is
formed by constant weathering from water. Cobblestones are typically found in streams, and are round and smooth
from being tumbled around. This can serve as a useful educational tool to teach about geology. Another example can
come from ores found in the game. Iron, which is found in the game, as well as real life, can range from grey colored
to red colored due to oxidation. In the real world, iron is relatively soft, so it is often mixed with other metals to form
alloys. One particular allow that is formed is steel. Steel is exceptionally hard and is used to build boats, bridges, and
buildings. Smelting is another example of an in game concept that can be expanded upon. In the game, smelting is
used to get metal from ores and create glass from sand. This is also the case in real life. However, in the game, items
such as diamonds and emeralds can be smelted, which is incorrect, as diamonds and emeralds are found as crystals and
do not need to be smelted.
Minecraft, and other popular games, can be used a learning tools as well as specialized learning games. It just
takes a little more creativity to make it work. With many popular games, the best approach is to analyze in game
concepts with real world science. Minecraft is just one example of how popular games can be used as educational
tools, but it shows great promise. In fact, there are YouTube channels that do just that analyze video games with real
world science, like The Game Theorists. It’s an interesting topic, and it may become the future of education.
Sharp, Lara. “The Geology of Minecraft.” Teaching Science: The Journal of the Australian Science Teachers
Association, vol. 63, no. 1, Mar. 2017, p. 14.

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Research Log #1

Date: January 4, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: January 5, 2018

1. One may learn anywhere

2. One can learn whenever he wishes so

4. You get the feedback

5. You are connected to the latest text-books

6. The low cost

7. You may give up the original goal.

Analysis (How does this source support the Point to Prove?)

Date: January 5, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: January 5, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: January 5, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: January 5, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: December 6, 2017

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: December 3, 2018

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Date: December 3, 2018

“Cobblestones are rounded, not blocky.”

“A discussion on cobblestones could be supported by a demonstration of a weathering process.”

Work Cited (correct MLA format):

Das könnte Ihnen auch gefallen

2. One can learn whenever he wishes so  

4. You get the feedback  

5. You are connected to the latest text-books  

6. The low cost  

7. You may give up the original goal.  