What’s the point for teachers to integrate game-based learning into their classroom program? Game-based learning provides students and educators with immediate and ongoing assessment. Assessment is naturally embedded into gameplay.

According to Barnett (1976), children learn through play. Playing digital games is a form of exploratory play. When students are engaged in their learning, time passes without students noticing. Game-based learning promotes flow state for students. When students are in a flow state they have the optimal learning experiences. In order to achieve flow, state students need to have a balance between their skill and the challenge.

SAMR model is a starting point for integrating information and digital literacy into the classroom. I have found it most interesting in the current learning environment, to evaluate student assignments to determine where along with the continuum student assessments or assignments are located. I have noticed that many digital assignments use technology as a substitution for a pencil or paper task, however, digital games are connected to modification and redefinition. So why then are digital games, game creation or game-based learning not integrated into today’s virtual classroom?

There is a lack of uptake of games in classrooms can be attributed to the lack of learning objectives connected to digital or video games. Many games integrated into the classroom are drill and practice. These games lack the ability to promote strategic thinking and deeper level thinking. Drill and practice are support application questions (Brom, Sisler & Slavik, 2010). Students have a richer learning experience through role-playing, storytelling and games that have an everyday context.

As an aside, another observation I have made is that digital citizenship has not been fully embedded into educators’ programs. Common Sense Media offers a comprehensive program that elementary teachers can fully integrate into literacy or health curriculum. Digital literacy and informaiton literacy skills create positive learning outcomes for students as they learn to navigate Web 2.0. Perhaps if educators understood digital citizenship, a stronger connection could be made to digital citizenship and game-based learning.

Finally, for the positive introduction of a game into the classroom, the game must be within the student’s zone of proximal development. If the cognitive load is too great, students won’t be able to reach a flow state and thus the game is too challenging (Van Merrienboer & Sweller, 2005). Digital games need to support students in problem-solving and design.

Why then are digital games not being introduced? My goal is to model game-based learning through play and creation. Teachers will see the curriculum connections through modelled classroom activities. Students will naturally engage if the challenge matches student’s skills and demonstrates a redefinition or modification to specific learning outcomes.

References
Barnett, L. A. (1976). Current thinking about children’s play: Learning to play or playing to learn? Quest (00336297), 26(1), 5–16.

Brom, C., Šisler, V., & Slavík, R. (2010). Implementing digital game-based learning in schools: augmented learning environment of ‘Europe 2045. Multimedia Systems, 16(1), 23-41.

Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177. doi:10.1007/s10648-005-3951-0 Retrieved from http://www.igi-global.com.ezproxy.csu.edu.au/gateway/chapter/full-text-html/20116