3240- Media Enhanced Learning

Here’s a link to my Pecha Kucha PowerPoint presentation on “How to Deliver Oral Hygiene Instructions”.


Here’s a link to my Podcast on “The Advantages of Smartboards in the Classroom”.


Here’s a sample of one of my Reflective Writing Journal Entries for PIDP 3240.



I enjoyed reading the first three chapters of “Teaching Naked” and have chosen to write my first journal entry on this quote “Another new technology has changed the way students learn: computer and video games are now our most common teacher” (Bowen 2012, p.51). I realize that students have been learning on their computers for years, but it wasn’t until my last PIDP course that it was brought to my attention that instructors were considering using video games for learning.


I chose this quote because I find it fascinating how technology is changing and education is changing with it. I particularly like the fact that new technology is being considered for the delivery of content in education. The time has come for educators to be more familiar with these new forms of technology and to be delivering their content in a way that students prefer to spend their time. Most of my PIDP courses have been online and I prefer this method of learning as well. However, the one PIDP course that I did take in the classroom setting was full of instructors that preferred to spend two weekends listening and learning and most were not interested in taking the courses online. I found this really strange, as I prefer the online version so that I can spend my evenings working on the courses and have my weekends free.

When I first read that video games were being used for learning purposes I was shocked. How could this possibly be considered as learning? What sort of learning are we talking about here? My mind took me straight to violent video games being played for hours with the image of teenagers all sitting around totally engaged in their activity. They were totally immersed in the game and lost all track of time.


This is when I realized that these video games didn’t have to be violent, with the key points being “played for hours” and “totally engaged in their activity”. According to Bowen, “Games hold our attention because they offer a chance to gain competence, autonomy, and connectedness to others, plus they are fun” (2012, p.70). If these video games can be designed to be challenging and engaging for learning while still being fun and exciting, students will want to use them (Bowen, 2012). This sounds like a great idea for learning.

Today’s students are having more difficulties keeping engaged in everything that they do. They want everything done in a hurry, including their education. Students prefer to receive the facts only and they prefer using technology rather than human communication. According to Bowen, “Millennial students are much more interested in the speed of your response than in your physical presence” (2012, p, 41) and “getting the balance of humanity and technology right is everyone’s new mission” (2012, p. 49). If we can keep these students engaged long enough to learn, then we’re winning. Gaming seems like a great student engagement technique.

If the skills and challenges are in balance, not too easy and not too difficult, students will be engaged. Bowen states that “The intrinsic motivation in games is already being used to alter our behavior in many others areas” (2012, p.66). It’s this intrinsic motivation in the games that Mihaly Csikszentmihalyi refers to as “flow”.  The theory of flow is when “a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity” (Wikipedia, 2016, para. 1).  All worries and concerns disappear, we are in control of the activity and all track of time is altered. This can also be referred to as being in the zone. Possibly if we “refocus our energies on creating the conditions for flow to be experienced in schools” (Aguilar, 2012, para. 11) students would be more engaged and able to experience this flow. Students learning and using video games may experience this flow and will be intrinsically motivated to play more. It’s difficult to achieve this flow in a classroom setting with the instructor at the front of the classroom attempting to connect with skill and challenge levels of all students. Student’s skills and challenges will all vary as will their engagement in the topic. By using video games, students may be able to achieve the necessary balance of skill and challenges to place them in the zone for learning.


While new technology is always being introduced, it’s time as instructors to be adaptable to these new changes. With students spending more time on their electronic devices, perhaps it’s time to deliver our content in this way. In the future, I plan on offering a hybrid version of the flipped classroom to see how students respond to it. I’m expecting the response to be positive, but I’m not ready to fully change to a flipped classroom yet. As a dental assisting instructor, I would like to make changes for the delivery of my content because sometimes it’s difficult to keep all students engaged. I would like to have students read the content prior to coming to class so that I could spend my class time on group discussions and the practical application of the content. My concern is that students wouldn’t have time in the evenings to get their reading done due to family responsibilities and employment in the evenings.

After reflecting on the use of video games, I am considering the possibility of implementing gamification. Students learning, having fun, receiving instant gratification and keeping themselves engaged and motivated (Huang & Soman, 2013) sounds awesome to me. In today’s digital generation, gamification is becoming popular to increase motivation and engagement, while possibly leading to flow and the intrinsic motivation to succeed. Gamification is “helping educators find the balance between achieving their objectives and catering to evolving student needs” (Huang & Soman, 2013, p.5). I believe that technology is the way of the future and instructors will need to be educated on the use and the value of implementing these changes into their educational programs. Millennial students are connected to their electronic devices, so let’s adapt our courses to be delivered to those devices while using challenging video games for learning and for fun.


Aguilar, E.  (March 27, 2012). Beyond student engagement: Achieving a state of flow. Edutopia. Retrieved from:

Bowen, J. (2012). Teaching Naked: How moving technology out of your college classroom will improve student learning. San Francisco: Jossey-Bass.

Huang, W. & Soman, D. (December 10, 2013). A practitioner’s guide to gamification of education. Rotman School of Management University of Toronto. Retrieved from:

Wikipedia, The free encyclopedia. (July 4, 2016). Flow (psychology). Retrieved from: