Tag: problem solving

Module 3 The characteristics of effective digital game media

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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

Module 1 Principles and Theories of Game-Based Learning

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Game-based learning is not a new idea for me, I have witnessed the benefits of students learning through games such as Reflex Math, Kahoot and Prodigy. However, the idea of students learning through video games is a new concept. Prior to engaging with the readings through this first module, I hadn’t considered that video games could be a medium for students to learn through. My perception is that video games are an entertainment piece that can become addictive and a waste of time.

I am not a gamer, most of my gaming experience occurred during the first fifteen years of my life. I was given the original Nintendo and enjoyed playing Mario Brothers, Duck Hunt and Tetris. I played these games with my family and friends. During high school, I either lost interests or didn’t have time to play due to school, work and sports occupying most of my time. I remember the sound effects of the games bringing great joy to my heart as I different sounds signalled a “win” or being awarded a number of points. The sounds let the players know that victory or failure is been achieved.

I see the value in students playing a game such as Minecraft to support collaboration, problem-solving, critical thinking, organization, creativity and spatial sense. Students seem to be engaged in playing the game. My children don’t play video games, but they do enjoy playing educational games. My children have not had the opportunity to play video games, so they may enjoy them if provided with the experience.

I can also see the connection to how a video game based on the written text can extend a story. Video games include character development, setting creation, plot and diverse conflict or tension. I see how students are intrinsically motivated to play video games, may students talk about the video games they play at home often during the school day. How can we as educators create that spark for our students to engage in their education? Are video games the answer to motivate and reach today’s students?