games as a teaching strategy worksheet

Danielle Herrett NUR 640

Definitions:

Games: activities presided over by specific rules involving varying degrees of chance in which players compete or cooperate through use of knowledge or skill in attempts to reach specific goals (Royse & Newton, 2007).

Serious Games: games that have an educational purpose and non-entertainment goals (Lancaster, 2014).

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Objectives:

• Describe how the use of games in the classroom can be an effective teaching strategy

• Select the learning theory that supports games as a teaching strategy

• Describe the different types of serious games

• Identify several strengths and limitations in the use of games as a teaching strategy

• Recognize several factors an educator should consider before selecting or developing a game

Learning Theory:

Constructivism: student-centered, active learning that builds upon previous knowledge base.

Types of Games:

• Social & Cooperative: Jeopardy, Monopoly, Who wants to be a millionaire

• Simulations/Role Playing: Replicate real-life situations, can involve an elaborate amount technology (simulated lab)

• Virtual Environments: Second life, Simschool

GAMES AS A TEACHING STRATEGY

Strengths Limitations Promotes active learning Does not fit all learning styles

Provides immediate feedback Can create a competitive environment

Promotes critical thinking Requires control of the learning environment

Can make learning enjoyable Time intensive

Decreases anxiety in learning Can be costly

Stimulates student interest Can require a degree of technological savviness

Assists in connecting theory to practice

Takes away from other classroom/learning activities

Danielle Herrett NUR 640

Gaming in the Classroom

• An educator must first consider the content area and develop objectives for the game.

• After this, the educator will then determine the game’s format: content being taught, rules, targeted audience, number of players, and group size

• The educator acts as the facilitator during the game, keeping the game organized and meaningful.

• Rewards can be given to winners as a public display of student achievement.

• The game should be trailed, evaluated, and modified to best fit student needs.

Questions for an Educator to Consider Before Developing or Selecting a Game

• Do the objectives of the game parallel with the course objectives?

• Does the game fit within the curriculum? Is the game relevant to the class? Is the game for review or for deepening understanding of the course material?

• Is the environment appropriate for the game? If the game is digital, is the technology required readily available? Does technological support need to be arranged?

• Is there a time limit for the game? Competition or cooperation between teams? Or is the game to be played as individuals?

• Are the rules for the game communicated clearly? Is the game fun?

• Does the game offer immediate feedback to students? If so, does the feedback assist the student in modifying beliefs or performance in order to improve?

• Does the game measure student comprehension or will it mislead them?

(Bradshaw and Lowenstein, 2014, p. 177)

“ Game based learning is learning through the game rather than learning to play the game.” Wu et al., (2011)

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Games rarely succeed as “add-ons," they must be integrated into the overall educational strategy (Bradshaw & Lowenstein, 2015).Evaluating Gaming

• Have students write their own questions for review games

• Pre/Post test or survey

• Debriefing: after completing a gaming activity, allow time for students to reflect upon and discuss what they learned (Robb, 2012).  

Danielle Herrett NUR 640

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Danielle Herrett NUR 640

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