In most video games the level of challenge is age

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that my child has played at their friend’s house already. In most video games the level of challenge is age related and individualized for that player. The child learns the more he plays the game the better he becomes at mastering the game (Willis, Mitchell, 2014). In real life is that how we want’s our children to act. Do we really want them sitting in front of a video game all day long just, so they can come to school and say I got on level five the highest level that a first grader has got on? When the achievability or the difficulty becomes inappropriate the students motivation becomes diminished (Willis, Mitchell, 2014). I feel that I would not want a child to become so dependent on winning the game that they become upset or end of giving up. If the game becomes to difficult the child has the potential to become stressed out as well and that is not something we want our children to feel at such a young age, in school when the student does not understand something, and the rest of the class understand the subject being taught, we as educators want that particular child to come up and ask us for extra help. We do not want them getting all stressed out to the point that they give up. Willis, J., & Mitchell, G. (2014).  The neuroscience of learning: Principles and applications for educators (Links to an external site.)Links to an external site. [Electronic version]. Retrieved from
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  • Fall '12
  • CatherineTapia
  • Mitchell

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