Prior to this course, I hadn’t considered how digital games support student learning. I noticed that students enjoyed playing educational and non-education digital games. The mechanics and features of digital games provide students with an interactive environment to learn. Students receive instant feedback, can learn through trial and error or collaborative problem-solving.

Through this module, I learned about how game design can hone different skills. I see parallels between the different game genres and the digital game implement in the school board where I work. Reflex math, for example, is a linear game that promotes drill and practice skills. Kahoot is a competitive game where students can play as individuals or on a team. The leader board, the timing music and count down as well as the race to get the correct answer in the quickest time make the game competitive.

Games foster a number of skillsets for the player. Students are able to learn academic knowledge while refining their fine motor skills and problem-solving abilities. Depending on the content area, digital games can facilitate learning through Bloom’s taxonomy of learning, beginning with knowledge and comprehension, application of knowledge, analysis, synthesis and evaluation of information and data.

As I begin to think about developing games for implementation in the Kindergarten to Grade 8 school board where I teach, I consider how do I meet the needs of all students learning styles, facilitate cooperation and teamwork. Games inherently motivate most students, but the students who may lack the confidence to engage, how do I motivate them to take a risk and enter into the arena of learning through play.

I wonder, what is my next step in terms of implementation game-based learning. How do I create a movement of students learning through play? I can see the engagement and excitement of students when I have the opportunity to facilitate a learning activity using digital mediums such as Kahoot, or code a game using Scratch. I understand educators’ concerns about how is student learning assessed through game-based tasks? Do educators need to be engaged in their practice to engage students? How is an educator’s curiosity sparked to consider adding new learning mediums and tools?