Five Things to Think About When Using Games in the Classroom

Games are receiving a great deal of attention as instructional resources.

Before you catch a Wii distant or zoom off the line in the latest racing simulator; consider your strategy:

1.   a. If the session is all about engagement and excitement then most games will work.
b. If you wish to attain group working, then you’ll have to hunt out            celebration and collaborative games.
c. For those who have a particular subject knowledge requirement, then commercial amusement games may have limited use.
2.  How can you ensure that learning happens?
a. If the game doesn’t have natural split points, you’ll have to create them,               so   learning can be reinforced.
3. What kit and surroundings will you want?
The former will cost and, if it’s the latter, will the course have to decamp to      the IT package because the match is played separately or needs a            powerful computer?
Will your existing classroom cope? Console games which use motion peripherals need enough room to swing the proverbial cat as opposed to move a mouse on its own mat.
“Guru” players might dominate proceedings, especially if they have               experience in a specific game or console.

5. Is the game too complicated?
a. If you’re going to use complex business entertainment games, then look              at setting up a part played situation with a certain aim.
B. Party games that are widespread on the Wii are fast to learn, yet may be             lacking in learning content.
C. Purpose built games based learning shouldn’t to endure this issue, but be           sure to ask the supplier.

Games are powerful learning tools, and in games-ED we’ve seen their benefits on several occasions, but just like any other process of teaching they should be carefully incorporated into the classroom to be able to achieve the desired effects. Above are just a few of the points we think about when designing games based learning.

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