games as a teaching strategy worksheet
TRANSCRIPT
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
References
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Danielle Herrett NUR 640
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