by teaching staff
In the Difference between gamification and game -based learningWe learned the difference between the two.
“Gamification is above all on the mechanisms of encouragement and the system that promotes them, while the learning based on the game is above all on the game and its cognitive residues (whether from the content of the game or the academic content). One can use the other.”
What should we know to teach through games?
Your first level: a game-based learning guide for educators K-20
Video games captivate students in a way that few other mediums can.
Their immersive worlds, their engaging challenges and their instant feedback loops naturally attract learners. But for many K -20 educators, the idea of ”learning based on games” (GBL) – in particular learning through Video games – may feel intimidating. Is it just playing games? How do you make sure that real learning occurs? This guide aims to demystify the process, offering practical steps to integrate video games into your teaching, even if you are a novice in the world of game.
1. Define your learning objectives (and above all)
The most critical step in the game -based learning occurs Before You even choose a game: clearly defining your learning goals. GBL is a strategic educational choice, not just a fun distraction. You must identify specific study standards, critical thinking skills or socio-emotional learning results you want students to reach. Ask yourself: what exactly do I want I want know Or be able to After committing to this game?
- Useable tip: Start small. For your first GBL activity, focus on one or two clear learning objectives. Instead of a vague objective as “learning history”, aim for something specific as “analyzing cause and effect relationships in a historical simulation” or “developing collaborative problem solving skills”.
2. Choose the RIGHT Game (beyond “educational” labels)
Although there are many games marketed as “educational” (like Prodigy), some of the most powerful learning tools are traditional games. The key is not necessarily the “educational” label, but how the game is mechanical Inchly teach the desired competence or content.
- What to think:
- Depth and alignment: Does the game offer enough complexity and recovery to support the relevant sustainable learning for your goals? Does her main gameplay loop (for example, resource management, strategic planning, puzzle resolution) align with the reflection skills you want to develop?
- Accessibility: Consider controls, text, visuals and the ease of general use for all students, including those with various learning needs.
- Useable tip: Play the game yourself or watch extensive gameplay videos. Do not count only on the opinions. Ask: “What are the basic actions or the” verbs “of this game? Those who line up with my learning objectives “Verbs? (Teachthought has other resources with specific game recommendations if you need ideas.)
3. Navigation of logistics and technology configuration
The gentle-based learning-based learning implementation is based on careful pre-prolaification of your technological infrastructure.
- What to think:
- Access of the device: Do you have a 1: 1 device configuration, shared carts or a single laboratory access? This dictates which games are achievable and how you will structure the activity.
- Installation and accounts: How will the game be installed on the devices? Will students need individual accounts and how will you manage them, in particular concerning confidentiality and monitoring of progress? Determine whether a constant internet connection is required for installation or simply a gameplay.
- Connectivity: If the game requires internet access, is the WiFi of your school robust enough for several simultaneous users? Consider using wired connections if possible for greater stability and a reduced offset.
- Useable tip: Test everything Before Students arrive. Install the game, create dummy accounts if necessary and check connectivity. Always have a backup plan (for example, an alternative analog activity) if technology problems arise.
4. Structure the lesson based on the game (pre, during, post)
Real learning in GBL is solidifying around The game, not only during the game. A structured approach guarantees that engagement results in educational results.
- What to think:
- Before the match: How are you going to present the goal of the game and connect it to the learning objectives? What previous knowledge should be activated? Above all, what are your behavioral and academic expectations for gameplay?
- During the game: Your role goes from the speaker to the facilitator. Circulate, observe students’ strategies and ask guiding questions to cause more in -depth reflection. Provide differentiated support if necessary.
- After the match (crucial!): This is where the reflection occurs. How do pupils debute their experience? How will they connect the mechanisms or the story of the game to program objectives?
- Useable tip: Consecrate as much, if not more, the time of pre-match preparation And Post-match reflection / discussion As for the real gameplay. This solidifies learning.
5. Manage the environment in class
Game -based learning requires a deliberate approach to class management, recognizing that unique dynamics games introduce.
- What to think:
- Clear expectations: What are the explicit rules for the respectful game, the limits of the screen time and the maintenance of the academic objective?
- Transitions: How will you effectively manage the start and end of the gameplay to maintain the flow?
- Engagement vs distraction: How will you guide students to focus on the learning objectives inherent in the game, rather than on achievements at stake?
- Useable tip: Co-create rules for learning based on games with your students. Clearly define what “success” beyond the simple “win” in the game looks like, linking it to your learning goals.
6. Evaluation of what matters (beyond high scores)
The evaluation of the GBL exceeds traditional tests to capture the extent of the learning that occurs.
- What to think:
- Observation: What specific behaviors or interactions in the game indicate that students apply learned concepts or develop skills (for example, problem -solving strategies, collaboration, resource management)?
- Reflection: Use tools such as reflection journals, outing tickets, concept cards or guided debriefing discussions.
- Application: Ask students to apply concepts approved by the game to a real world problem, a written mission or a project.
- Useable tip: Design your evaluation methods Before You choose the game, making sure that they align themselves directly with your defined learning goals and can really measure the skills developed thanks to the gameplay. Research by researchers like Kebrithi and Hirumi (2008) suggest that learning based on well -designed game can have a significant impact on the motivation and commitment of students, who are key precursors of academic success. In addition, studies indicate that video games can improve various cognitive skills, including problem solving, decision -making and critical thinking (Green and Bavelier, 2015).
By intentionally integrating these practical considerations in your teaching, you can use the power of video games to create dynamic, engaging and really effective learning experiences. Start small, learn from each experience and enjoy the trip to level your classroom!
Works cited:
Green, CS and Bavelier, D. (2015). The impacts of video games on cognition (and how the government can guide the industry). Political perspectives of behavioral and brain sciences,1 2(1), 101-109.
Kebrithi, M. and Hirumi, A. (2008). Examine the effects of an IT learning environment on the academic success of college students and motivation in mathematics. Teaching science, 36(2), 53-78.
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