Game-based learning is not an entirely new concept to me. I have integrated math-based games using cards and dice into a balance numeracy block. I have observed that students are engaged through playing games. Through game-based learning, students have the opportunity to cooperate and collaboratively engage in learning. It is crucial that when introducing a new math game in the classroom, students understand how to play, the rules of the game and especially how to win.

Kahoot and Reflex are digital games that I have also used to support student learning. Kahoot is an engaging tool for assessment that can be completed as a whole group activity. My experience has been that elementary students are excited to play the game against their classmates and race to gain to most points. Reflex Math is a digital math program that supports students’ acquisition of math facts including addition, subtraction, multiplication and division up to 12. Students play individually until they achieve their green light, students achieve their green light by answering math facts quickly and correctly. Once students achieve their green light they have the opportunity to go shopping at the store to outfit their avatar. 

Prior to being introduced to game-based learning as a method for students to actively participate in learning the curriculum, I did not appreciate the benefits of learning through video games. I viewed video games as a waste of time and a sedentary activity. Through engaging in Module 1 content, I understand game-based learning supports student achievement and wellbeing. Video games are a participatory medium for students to engage in learning by doing and playing. Video games can be an extension of a written narrative and the author of the game is a partnership between the game designer and the player. The game designer carefully creates the setting, develops the character, plot and storyline. 

I have observed how students are excited to learn through actively exploring, building and creating. In my teaching role, I have the privilege to visit classrooms throughout the school board to support students’ learning through coding, robotics and learning digital platforms such as Book Creator and WeVideo. These activities require students to actively participate and learn by creating and building. The activity may require students to complete a challenge using block coding, building a robot, authoring a storybook with digital illustrations and images or demonstrating their knowledge through greenscreening. When I walk into a school I see the excitement on student’s faces and they ask if I am visiting their classrooms that day. Student’s enthusiasm to participate in the activities that I deliver is evidence of their enjoyment of learning through creating, building and exploring. Although I have not yet integrated video games into the classroom, I am convinced that video games are a great next step for me.

I understand that playing video games can develop soft skills in students such as communication, creativity, collaboration and critical thinking. These 21st Century Competencies are what the future workforce will demand. Games intrinsically motivate students, winning or levelling up is always the goal. Gamers think critically to discover new strategies to achieve a higher result or surpass an opponent. Creating a game or video game takes learning to a new level, students have an open-ended problem or story to tell. Video game development is an artifact of student learning. 

Throughout the course, I hope to learn how game creation and development can meet curriculum expectations. I have not had experience with students creating a game to demonstrate their learning, so I look forward to gleaning an understanding of what that might look like and how it meets Ontario Elementary Curriculum Expectations. Lastly, I would like to understand the theory behind why students are motivated to learn through games and how I can create educational games to meet curriculum expectations.