by Teachtght staff
In it Difference between gamification and games based on gamesWe learned the difference between the two.
“Gamification is first and foremost about the mechanics of encouragement and the system that promotes them, while game -based learning is first and foremost about the game and its cognitive residue (either because of the content of the game or academic content).”
What do we need to know to teach through games?
Your first level: a guide for games based on Games for K-20 educators
Video games captivate students in a way that few other media can.
Their immsive worlds, cumbersome challenges and instantaneous feedback loops naturally attract students. But for many K-20 educators, the idea of ”games-based learning” (GBL) -Specifically learning Through Video games: You can feel discouraging. Is it just playing games? How do you ensure that real learning occurs? This guide aims to demystify the process, offering practical steps to integrate video games into their teaching, even if you are a rookie in the world of games.
1. Define your first learning objectives (and first of all)
The most critical step in game -based learning occurs porch You even choose a game: clearly defining your learning goals. GBL is a strategic instruction choice, not just a fun distraction. You must identify the standards of the specific curriculum, critical thinking skills or socio -emotional learning results that you want students to achieve. Ask yourself: What exactly do students want? know ORPÍN Be able to make After getting involved with this game?
- Processable Council: Start small. For your first GBL activity, focus on one or two clear learning objectives. Instead of a lazy objective as “learning history”, it points to something specific such as “analyze the cause and effect relationships in a historical simulation” or “develop collaborative problem -solving skills.”
2. Choosing the Good Game (beyond only “educational” tags)
While there are many games marketed as “educational” (such as prodigy), some of the most powerful learning tools are the main games. The key is not necessarily the “educational” label, but how the game mechanics Inherently teach the desired ability or content.
- What to think:
- Depth and alignment: Does the game offer enough complexity and reproduction capacity to support sustained learning relevant to its objectives? Does your main game loop (EC, resource management, strategic planning, puzzle resolution) aligns with the thinking skills you want to develop?
- Accessibility: Consider controls, text, images and general ease of use for all students, including those with different learning needs.
- Processable Council: Play yourself or watch extensive game videos. Do not trust only reviews. Ask: “What are the main actions or ‘verbs’ or this game? (Teacheht has other resources with specific games recommendations if you need ideas).
3. Logistics navigation and technology configuration
The learning implementation based on soft game depends on the careful prior planning of its technological infrastructure.
- What to think:
- Access to the device: Do you have a 1: 1 device configuration, shared cars or only laboratory access? This dictates which games are feasible and how you will structure the activity.
- Installation and accounts: How will the game be installed on devices? Will students need individual accounts and how will the thesis manage, especially with respect to privacy and monitoring of progress? Determine whether a constant Internet connection is an installation application or simply a game.
- Connectivity: If the game requires Internet access, is it robust enough of your school robust enough for multiple simultaneous users? Consider the use of cable connections if possible for greater stability and reduced capacity.
- Processable Council: Try everything porch Students arrive. Install the game, create fictitious accounts if necessary and verify connectivity. Always have an support plan (EC, an alternative if technology problems arise.
4. Structuring of the game -based lesson (pre, duration, publication)
True GBL learning is solidified Around The game, not only the game of duration. A structured approach guarantees that commitment translates into educational results.
- What to think:
- Prior to the game: How will you introduce the purpose of the game and connect it to the learning objectives? What previous knowledge should be activated? Crucially, what are your behavior and academic expectations for the game?
- Duration game: His role changes from teacher to facilitator. Circle, observe students’ strategies and ask guidance questions to promote deeper thinking. Provide differentiated support as necessary.
- Post game (crucial!): This is where reflection occurs. How will students inform your experience? How will they connect the mechanics or the narrative of the game with the objectives of the curriculum?
- Processable Council: Dedicate so much, if not more, time to PREPARATION TO THE GAME and Reflection/discussion after game As for the real game. This solidifies learning.
5. Classroom environment management
Game -based learning requires a deliberate approach for classroom management, recognizing the introduction of unique dynamic games.
- What to think:
- Clear expectations: What are the explicit rules for respectful game, the limits of screen time and the academic approach of the mint?
- Transitions: How will the beginning and end of the game manage efficiently to maintain the flow?
- Versus Distraction Commitment: How will students guide students to focus on the learning objectives inherent in the game, instead of only achievements in the game?
- Processable Council: Co-create the rules for learning based on your students. Clearly define how “success” is seen beyond simply “winning” in the game, linking it to its learning goals.
6. Evaluate what matters (beyond high scores)
GBL evaluation goes beyond traditional tests to capture the breadth of learning that occurs.
- What to think:
- Observation: What specific behaviors or interactions indicate that students are applying learned concepts or development skills (EC, problem solving strategies, collaboration, resource management)?
- Reflection: Use tools such as reflection magazines, output tickets, concept maps or guided report discussions.
- Application: Ask students to apply concepts learned in the game to a real world problem, a written task or a project.
- Processable Council: Design your evaluation methods porch You choose the game, ensuring that they align directly with your defined learning goals and can genuinely measure the skills developed through the game. The research carried out by academics such as Kebritchi and Hirumi (2008) suggests that well -designed learning based on the game can significantly affect the motivation and commitment of students, which are key precursors for academic achievement. In addition, studies indicate that video games can improve several 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 take advantage of the power of video games to create dynamic, attractive and really effective learning experiences. Start with little, learn from each experience and enjoy the trip your classroom level!
Citada works:
Green, CS and Bavelier, D. (2015). The impacts of video games on cognition (and how the government can guide the industry). Policies of behavioral and cerebral science policies,1 2(1), 101-109.
Kebritchi, M. and Hirumi, A. (2008). Examine the effects of a learning environment based on the computer game on academic achievement and the motivation of the intermediate school in mathematics. Instructional science, 36(2), 53-78.
