M3 U3 Activity 1: Game based Learning
Project Description
Overview There is a growing body of evidence pointing to the value of games and play in education and learning. Games are inherently user-centered, and hence educational games, if designed properly, are inherently student-centered. They are motivating and provide a means of teaching concepts and skills that might otherwise be viewed by learners as irrelevant or uninteresting. Games can also result in deeper, more meaningful learning. There has been significant research into how play, games, and the concept of cognitive flow enhance learning, and there is general recognition that the range of experiences and conditions that prohibit cognitive flow are usually detrimental to learning. Cognitive flow is a psychological state of focused concentration on and engagement in an enjoyable activity to such an extent that the subject experiences a number of effects such as selective sensory perception (i.e., tuning out external sounds), and unnoticed passage of time (i.e., hours seem like minutes.)
Performance outcome
Candidates apply game based learning principles to create an educational game design plan for students
What will you do?
Discuss with your cohort in the Virtual Classroom the different types of games for students that can lead to effective game-based learning versus simple gamification of learning material.
Choose a subtopic that students usually struggle with so that you can help them learn while playing with games. Brainstorm ideas for a game on that topic with your cohort in the Discussion Forum.
Copy and use the Game Design Template from Activity Resources. This week, you will be focusing on the first six sections from Overview to Scope of the game. Think big and design without restraint or restrictions (e.g. from school policies). Be sure to include your signature (first and last name) on your original work.
Peer review your cohort members’ game ideas and provide constructive feedback on ways they can enhance the game experience or deepen the students’ learning of the objective. Use the Commenting and Suggesting feature in Google docs to provide specific, relevant, and authentic feedback. Review as many peers’ work as you are able to but at least two peers if you are running out of time. You can invite peers to review your work too if you don’t receive any feedback on your game. Next week, you will use this feedback to finalize the scope and fill out the design details.
Report requirements
Overview to Scope on the Game Design Template
Peer review of at least two peers’ game ideas
Notes Developing a game can seem overwhelming, but in fact it is very doable. It is important to work from an established learning objective, or at least a set of learning goals. In addition to considering those elements of an experience that results in flow, keep in mind those elements that prevent flow. Refer to the exemplary games created by other candidates in the Activity Resources for inspiration.
(The above information are cited from TEACH-NOW Teacher Preparation Certificate Program)
My Work
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