Video games are so much more complex than I gave them credit for. I understood graphics and good gameplay were important features but didn’t notice how video games are an art form. Within video game design, rich meaning and parrels to literature and events occur. The player of the video game sees what they want to see from their prior knowledge and experiences – similar to an art piece. The game’s meaning and the player’s decisions are directed by the player’s view and connections to the game. https://www.youtube.com/watch?v=7S1SVkysIRw

Implementing gamification in the classroom can support students’ achievement and motivation. Changing the way grading is done, can provide students with an attitude of continuous improvement. Rather than starting with an A+ and losing points, if teachers started all students at 0 and gave them points for what they did achieve, it changes students’ work ethic. Providing students with agency in the class teaches students that they have control over their own learning journey. In games, there is a choice and result cycle, implement this cycle into the classroom provides students with immediate feedback and a safe environment to make mistakes and try again. To foster student engagement, teachers can implement games or challenges that will reward students with bonus opportunities for higher achievement. The extra credit challenges will provide students with the opportunity to complete self-directed learning outside of the school day. Challenges or problems will promote curiosity and contextual information to expand exposure to experiences and topic areas. https://www.youtube.com/watch?v=MuDLw1zIc94&list=PLhyKYa0YJ_5BIUqSDPmfBuKjTN2QBv9wI

Teachers can take game-based learning to the next level by challenging students to be digital game creators. Creating a game is a much more robust activity, than playing a game. Students will need to determine what the goals of their game are while they consider the player’s experience through the game mechanics. The students will need to illustrate the game environment and develop characters. These skills are rooted in literacy and utilize digital tools. Students will have the opportunity through game development to learn coding languages, persistently debug their game Additionally, students will be refining 21st-century learning skills- creativity, collaboration, communication and problem-solving skills. Using games to explore social justice issues is a deep and inviting way for students to learn.

I have learned through this module that games are a rich, robust medium to engage and motivate students in their education. Student learn by doing and participating. Any teacher can implement games into their classroom – board games to coding. I love the question posed in Mindshift guide to digital games “what if engagement was an absolute critical condition for learning?”

References

‘Extra Credits: Gamifying Education’ (YouTube | 6:27 mins) | https://www.youtube.com/watch?v=MuDLw1zIc94&list=PLhyKYa0YJ_5BIUqSDPmfBuKjTN2QBv9wI

‘Game Theory: Is Link Dead in Majora’s Mask?’ (YouTube | 12:41 mins) | https://www.youtube.com/watch?v=7S1SVkysIRw

Shapiro, J., SalenTekinbaş, K., Schwartz, K., & Darvasi, P. (2014). MindShift guide to digital games+ learning. Games and Learning Publishing Council. Retrieved from https://a.s.kqed.net/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf