Chapter Graphic
 : Computer Games
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Approach: Group Level: 4 & 8 
Focus:   Evaluating consequences 
Resources: Picture, Working Together Team card, team answer sheet
808kb

Questions/instructions:
Read and explain Working Together Team card with the students.

% responses
y4
y8
1. How many of you have played computer games?    
not marked
•
•
Hand out picture.
Here is a picture of someone playing a computer game.

Some people think it is good for children to play computer games. Others think it is not good for children to play computer games.

In this activity, you will be discussing the good and not so good things about computer games. As you discuss your ideas, write them on this sheet so that we can talk about them later.
Hand out answer sheet. Allow time.
2. Tell me the good and not so good things about children playing computer games.
Good things:
develops useful skills (problem solving, hand/eye coordination)
8
28
gives useful knowledge
66
62
positive social reasons (play with someone)
6
18
motivating/entertaining/enjoyable
61
73
Not so good things:
negative social reasons (do by yourself)
32
68
health issues (eye strain, RSI, lack of exercise)
81
75
learning undesirable skills/knowledge/ attitudes (violence)
39
55
Students respond.
3. Are there any ideas you want to change or more ideas that you want to add to your answer sheet?
Allow time for students to change or add ideas.
Computer games change as inventors think of new ideas. In your group discuss how you would like computer games to be improved in the future. Write down your answers on the back of the sheet of paper. It would be good if a different person was your writer this time.
Turn the answer sheet over and encourage a different student to scribe for this part of the task. Allow time.
4. Tell me the ideas that you had for improving computer games in the future.
Improving games:
greater impact, realism, use of 3D
33
66
better designed for social interaction
8
4
more interactive or able to be customised
20
22
more educational, knowledge focused
29
25
ideas for reducing health concerns
3
5
Students respond.
5. Are there any ideas you want to change or more ideas that you want to add?
Allow time for students to change or add ideas.
Total score (based on questions 2 and 3):       6–7
1
6
5
5
21
4
21
35
3
40
22
2
26
13
0–1
7
3
Commentary:
Year 8 students generally identified more good and not so good aspects than year 4 students, with 35 percent more identifying four or more aspects.
 
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