The purpose of this paper is to examine various logical fallacies to avoid when developing an introduction. First, an introduction with fallacious arguments will be presented. In the next section, those fallacious arguments will be identified and discussed using margin comments. Finally, a revised version of the introduction will be presented using sound arguments.
Introduction with Fallacious Arguments
Advanced computer technologies today are becoming very popular among the younger generation of learners. This is why the employment of computer technologies such as software, the Internet and various games is very useful. Statistical research shows that students of both sexes willingly adopt games as a part of their learning process. Besides, learning based on game-playing significantly improves the academic success of the students shifting it from under 80% to almost 100% (Blunt, n. d.).
Moreover, according to the research conducted by Blunt (n. d.), that the results of the learners of 41-50 years old do not change much after the employment of game-based learning, while for the teenagers such innovation plays a crucial role. This occurs because the younger generation grew up in the technologically enhanced environments (Blunt, n. d.). The research conducted by Blunt (n. d.) was directed at the evaluation of the efficiency of a game-based approach compared to the traditional teaching for the groups of students determined by gender, age, and ethnicity. The survey showed that the vast majority of the participants demonstrated better results during the application of game-based teaching. Game-based education is thought to be distracting, but it is a lot of fun. Empirical data shows that game-based learning also improves the intrinsic motivation of learners from mean=3.73 to mean=3.95 (Kang, 2012). The educators argue about the aesthetic value of game-based learning comparing it to traditional education, as digitalized thinking is believed to be limiting (Shapiro, 2013).
As a result, the educators today can be divided into two main groups, the ones who appreciate the benefits provided by non-traditional game-based teaching and willingly add it to their methods of teaching, and the ones who oppose it believing that digitalized teaching is likely to limit the learners’ creativity and initiative turning their thinking process into a sequence of binary codes. Game-based learning is functional because it is applicable to both sciences and arts, and because it improves learning and retention of a variety of subjects (Bahrami, Chegini, Emami & Abdi, 2012). Many contemporary and experienced educators employ game-based teaching in their practice every day. This is why this teaching method is valuable and helpful, and it should become a part of the practice of every teacher who has access to computers for the classroom. The educators of any specialties can apply game-based teaching, as modern technologies provide a variety of programs, software, applications, and games for the majority of subjects, skills, and topics.
Identifying the Fallacies
Advanced computer technologies today are becoming very popular among the younger generation of learners. This is why the employment of computer technologies such as software, the Internet and various games is very useful. Statistical research shows that students of both sexes willingly adopt games as a part of their learning process. Besides, learning based on game-playing significantly improves the academic success of the students shifting it from under 80% to almost 100% (Blunt, n. d.).
Moreover, according to the research conducted by Blunt (n. d.), that the results of the learners of 41-50 years old do not change much after the employment of game-based learning, while for the teenagers such innovation plays a crucial role. This occurs because the younger generation grew up in the technologically enhanced environments (Blunt, n. d.). The research conducted by Blunt (n. d.) was directed at the evaluation of the efficiency of a game-based approach compared to the traditional teaching for the groups of students determined by gender, age, and ethnicity. The survey showed that the vast majority of the participants demonstrated better results during the application of game-based teaching. Game-based education is thought to be distracting, but it is a lot of fun. Empirical data shows that game-based learning also improves the intrinsic motivation of learners from mean=3.73 to mean=3.95 (Kang, 2012). The educators argue about the aesthetic value of game-based learning comparing it to traditional education, as digitalized thinking is believed to be limiting (Shapiro, 2013).
As a result, the educators today can be divided into two main groups, the ones who appreciate the benefits provided by non-traditional game-based teaching and willingly add it to their methods of teaching, and the ones who oppose it believing that digitalized teaching is likely to limit the learners’ creativity and initiative turning their thinking process into a sequence of binary codes. Game-based learning is functional because it is applicable to both sciences and arts, and because it improves learning and retention of a variety of subjects (Bahrami, Chegini, Emami & Abdi, 2012). Many contemporary and experienced educators employ game-based teaching in their practice every day. This is why this teaching method is valuable and helpful, and it should become a part of the practice of every teacher who has access to computers for the classroom. The educators of any specialties can apply game-based teaching, as modern technologies provide a variety of programs, software, applications, and games for the majority of subjects, skills, and topics.
Introduction with Sound Arguments
Advanced computer technologies today are becoming very popular among the younger generation of learners. This is why the employment of computer technologies such as software, the Internet, and various games is starting to become a part of the contemporary educational process. Statistical research shows that students of both sexes willingly adopt games as a part of their learning process. Besides, learning based on game-playing significantly improves the academic success of the students shifting it from under 80% to almost 100% (Blunt, n. d.).
Moreover, according to the research conducted by Blunt (n. d.), that the results of the learners of 41-50 years old do not change much after the employment of game-based learning, while for the teenagers such innovation plays a crucial role. This occurs because the younger generation grew up in the technologically enhanced environments (Blunt, n. d.). The research conducted by Blunt (n. d.) was directed at the evaluation of the efficiency of a game-based approach compared to the traditional teaching for the groups of students determined by gender, age, and ethnicity. The survey showed that the vast majority of the participants demonstrated better results during the application of game-based teaching. Empirical data shows that game-based learning also improves the intrinsic motivation of learners from mean=3.73 to mean=3.95 (Kang, 2012). The educators argue about the aesthetic value of game-based learning comparing it to traditional education, as digitalized thinking is believed to be limiting (Shapiro, 2013).
As a result, the educators today can be divided into two main groups, the ones who appreciate the benefits provided by non-traditional game-based teaching and willingly add it to their methods of teaching, and the ones who oppose it believing that digitalized teaching is likely to limit the learners’ creativity and initiative turning their thinking process into a sequence of binary codes. Game-based learning is functional because it is applicable to both sciences and arts, and because it improves learning and retention of a variety of subjects (Bahrami, Chegini, Emami & Abdi, 2012). Many contemporary and experienced educators employ game-based teaching in their practice every day. This is why this teaching method starts to attract more teaching practitioners who have access to computers for the classroom. The educators of any specialties can apply game-based teaching, as modern technologies provide a variety of programs, software, applications, and games for the majority of subjects, skills, and topics.
References
Blunt, R. (n. d.). Does Game-Based Learning Work? Results from Three Recent Studies (Unpublished dissertation). Walden University, Minneapolis.
Bahrami, F., Chegini, Z., Emami, F. & Abdi, H. (2012). A comparison of the effectiveness of game-based and traditional teaching on learning and retention of first grade math concepts. European Journal of Experimental Biology, 2(6), 2099-2102.
Kang, J. (2012). Attributes and Motivation in Game-based Learning: A Review of the Literature (Unpublished disseration). University of Texas, Austin.
Shapiro, J. (2013). How Game-Based Learning Can Save the Humanities. Web.