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Applying the Curriculum of Montessori in Video Games: Implications on the Child Brain

Sara A. Ahmad1*
  • 1 Emirates College for Advanced Education, Education, United Arab Emirates

Applying the Montessori Method in Video Games Playing video games captures children’s minds and concentration, and at times, it takes them away from studying and learning. Video games can help shape children’s brains and behavior: certain types of video games hold benefits for various aspects of cognitive function (Cardoso-Leite & Bavelier, 2014), including cognitive control (Steenbergen et al., 2015), task switching (Cain et al., 2012), cognitive flexibility (Colzato et al., 2010), working memory and attention (for a recent review, see Paulus et al., 2017). Also, video games can be used to support academic tasks (Blumberg et al., 2013). Based on these findings, the present work aims to increase the engagement of students in learning activities, by developing a video game that is based on the Montessori method. The Montessori method was founded by the Italian educator Maria Montessori (1870-1952), who developed practical methods applicable to most children (Ornstein& Levine, 2006). The children in this curriculum choose their workspace and preferred activities, most of these activities are hands-on, and lessons are given to each child at the discretion of the teacher (Ornstein& Levine, 2006). According to Angeline Stoll Lillard (Lillard, 2016). Who identified eight principles of Montessori education, one of the principles is that students learn better when they are interested in what they learn (Lillard, 2016). Children’s interest can be captured through a video game, and the purpose here is to extend the Montessori approach outside the classroom through an appropriate game, for children 4-10 years of age. “Let’s Think” is the name of our mobile video game, its primary purpose is to increase the critical thinking in children and make them active in the learning process and to extend the learning environment outside the classroom. The curriculum will be delivered as challenges, which the student must pass to receive an award: for example, if we have a science subject like the water cycle in nature, the game will demo each section, and the student will develop his/her understanding through game-play. The teacher will guide and provide feedback as a mentor. Scoring is tabulated from the award system. Data will be collected in children aged 4-10 years old, by implementing this project in different classes in one school, with some classes maintaining the traditional class system, and an equal number of other classes will use the “Let’s think” application when appropriate. At the end of the first semester, a standard test will be given to two types of the classes, and the score of the test will be analyzed to calculate the amount of understanding of the students; these should reflect their understanding and critical thinking. Keywords: cognitive improvement; video games; Montessori Blumberg FC, Altschuler EA, Almonte DE, Mileaf MI. (2013). The impact of recreational video game play on children's and adolescents' cognition. New Dir Child Adolesc Dev. 139:41-50. doi: 10.1002/cad.20030. Cain MS, Landau AN, Shimamura AP. (2012). Action video game experience reduces the cost of switching tasks. Atten Percept Psychophys. 74(4):641-7. doi: 10.3758/s13414-012-0284-1. Cardoso-Leite P, & Bavelier D. (2014). Video game play, attention, and learning: how to shape the development of attention and influence learning? Curr Opin Neurol. 27(2):185-91. doi: 10.1097/WCO.0000000000000077. Colzato LS, van Leeuwen PJ, van den Wildenberg WP, Hommel B. (2010). DOOM'd to Switch: Superior Cognitive Flexibility in Players of First Person Shooter Games. Front Psychol. 1:8. doi: 10.3389/fpsyg.2010.00008. Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford University Press. Manner, JC (2007). Montessori vs. Traditional Education in the Public Sector: Seeking Appropriate Comparisons of Academic Achievement. Forum on Public Policy Online, v2007 n2. https://files.eric.ed.gov/fulltext/EJ1099115 Mondéjar T, Hervás R, Johnson E, Gutierrez C, Latorre JM. (2016). Correlation between videogame mechanics and executive functions through EEG analysis. J Biomed Inform. 63, 131-140. doi: 10.1016/j.jbi.2016.08.006. Ornstein, A. & Levine, D. (2006). Foundations of education. Boston: Houghton Mifflin. (ch.4, Pioneers of teaching and learning). Palaus M, Marron EM, Viejo-Sobera R, Redolar-Ripoll D. (2017). Neural Basis of Video Gaming: A Systematic Review. Front Hum Neurosci. 11:248. doi: 10.3389/fnhum.2017.00248. eCollection 2017. Steenbergen L, Sellaro R, Stock AK, Beste C, Colzato LS (2015). Action Video Gaming and Cognitive Control: Playing First Person Shooter Games Is Associated with Improved Action Cascading but Not Inhibition. PLoS One. 10(12):e0144364. doi: 10.1371/journal.pone.0144364.

References

Blumberg FC, Altschuler EA, Almonte DE, Mileaf MI. (2013). The impact of recreational video game play on children's and adolescents' cognition. New Dir Child Adolesc Dev. 139:41-50. doi: 10.1002/cad.20030.
Cain MS, Landau AN, Shimamura AP. (2012). Action video game experience reduces the cost of switching tasks. Atten Percept Psychophys. 74(4):641-7. doi: 10.3758/s13414-012-0284-1.
Cardoso-Leite P, & Bavelier D. (2014). Video game play, attention, and learning: how to shape the development of attention and influence learning? Curr Opin Neurol. 27(2):185-91. doi: 10.1097/WCO.0000000000000077.
Colzato LS, van Leeuwen PJ, van den Wildenberg WP, Hommel B. (2010). DOOM'd to Switch: Superior Cognitive Flexibility in Players of First Person Shooter Games. Front Psychol. 1:8. doi: 10.3389/fpsyg.2010.00008.
Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford University Press.
Manner, JC (2007). Montessori vs. Traditional Education in the Public Sector: Seeking Appropriate Comparisons of Academic Achievement. Forum on Public Policy Online, v2007 n2. https://files.eric.ed.gov/fulltext/EJ1099115
Mondéjar T, Hervás R, Johnson E, Gutierrez C, Latorre JM. (2016). Correlation between videogame mechanics and executive functions through EEG analysis. J Biomed Inform. 63, 131-140. doi: 10.1016/j.jbi.2016.08.006.
Ornstein, A. & Levine, D. (2006). Foundations of education. Boston: Houghton Mifflin. (ch.4, Pioneers of teaching and learning).
Palaus M, Marron EM, Viejo-Sobera R, Redolar-Ripoll D. (2017). Neural Basis of Video Gaming: A Systematic Review. Front Hum Neurosci. 11:248. doi: 10.3389/fnhum.2017.00248. eCollection 2017.
Steenbergen L, Sellaro R, Stock AK, Beste C, Colzato LS (2015). Action Video Gaming and Cognitive Control: Playing First Person Shooter Games Is Associated with Improved Action Cascading but Not Inhibition. PLoS One. 10(12):e0144364. doi: 10.1371/journal.pone.0144364.

Keywords: cognitive improvement, Video Games, Montessori, Curriculum, Mobile application

Conference: 3rd International Conference on Educational Neuroscience, Abu Dhabi, United Arab Emirates, 11 Mar - 12 Mar, 2018.

Presentation Type: Poster Presentation

Topic: Educational Neuroscience

Citation: Ahmad SA (2018). Applying the Curriculum of Montessori in Video Games: Implications on the Child Brain. Conference Abstract: 3rd International Conference on Educational Neuroscience. doi: 10.3389/conf.fnhum.2018.225.00026

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Received: 26 Feb 2018; Published Online: 14 Dec 2018.

* Correspondence: Miss. Sara A Ahmad, Emirates College for Advanced Education, Education, Abu Dhabi, United Arab Emirates, swar35520@gmail.com