In today’s digital age, education through games has become a popular tactic to encourage specific behaviours and increase motivation and participation.
A few weeks ago, The Innovative Instructor interviewed a reader who wanted to give presentations on Gothic art via an online game for history class and was looking for models. Today’s post is intended to provide information about education through games, why you can use it in teaching, and how to implement this teaching method.
Game education is defined as the application of typical game elements (rules of the game, scoring, competitiveness) to other areas of activity, especially to attract users to problem-solving. [Oxford Dictionary] It has been used in marketing and has also been used in education. In addition to promoting specific learning benefits, play is a form of active learning. In some cases, education through games involves the use of badges – think of badges in digital form – to foster learning and recognition.
I formally introduced the Education through Game approach last October while attending the annual Educes conference. One of the main speakers is Jane McGonigal with a Ph.D. from UC Berkeley and a world-renowned game developer. Her 2012 TEDGlobal chat has 4.5 million views, and her website is a great place if you want to learn the value of the game.
“She pointed out that we would love others more if we played with them; we connect and build trust. Contrary to popular belief, she explains that games are not a tool to escape reality, but a way of application to her. The individuals worked extremely effectively and cooperatively in the game.
Searching the Future: Inside the game
The game is not just entertainment. They can be the quest for solutions to serious problems, as many games challenge players to solve real-world problems on a global scale: poverty, transformation.
Searching for academic papers through games like what Lido learning do which will help you understand why this is an important teaching-learning strategy and how to incorporate it into your curriculum. “In today’s digital age, education through games has become a popular tactic to encourage specific behaviours and increase motivation and participation.
Although this approach is often found in marketing strategies, it is currently being implemented in many educational programs, helping educators find the balance between achieving goals and meeting the needs of students. Huang and Soman define a 5-part process for applying game-based education to the teaching environment.
It all begins with knowing who your student is and in what circumstances it fits into the curriculum framework. Contexts also relate to the type of instruction and to what extent it applies (individual, group, class, face-to-face, online). Identifying “sensitive points” (factors that inhibit the progress of learning) will help teachers determine learning goals and position game elements in the curriculum. You can then begin to identify the resources – existing games or games that you develop yourself can range from complex to very simple. Finally, you will implement educational strategies throughout the game.
Remember that your goal is a process, not an outcome. Ben Leong, assistant professor of Computing, National University of Singapore (NUS), said it is important to realize that education through the game is independent of knowledge and skill. Education through games directly affects participation and motivation, and indirectly leads to the formation of more knowledge and skills. Game education encourages students to act; for example, encouraging students to practice computer programming will increase their skills and motivate students to memorize consistently can increase their knowledge.
For many people, the big problem is, “Which games should I use?” Several games have been developed, many well designed for a wide range of disciplines – STEM, the humanities, the social sciences.
You don’t have to rely on existing games, simulate online, code your games, or force your students to apply learning through games. Remember that you are trying to identify a “touch point” and a way to help students explore such material. Role-playing games, research-oriented scavenger hunts, adapting classic TV games or show (e.g., Jeopardy, Who Wants to Be a Millionaire, Mission Impossible) into the classroom, are the low-profile methods and barriers to consider. As this video demonstrates, it can be as simple as bringing ping pong bubbles to class.
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