Book contents
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
3 - Simple Slide-Based Games
Published online by Cambridge University Press: 15 October 2021
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
Summary
As we have seen, the success of any game depends on the design criteria, whether it is something we have bought or something we have created ourselves. The construction of the game itself does not have to be complicated or intricate. Some very engaging games can be made just using basic tools within a slideshow. However, we need to consider six key factors outlined by Plass, Homer and Kinzer (2015) in learning-game design for technology use:
1 Goals and objectives: Remember the overall learning objectives – not too many for one game. We should include criteria to build on knowledge, skills and attitudes, and give enough information for engagement but not so much that it is overwhelming and so the game is not fun to play.
2 Accessibility: With computer-based games it is essential to check that the technology available allows the game to be accessed and played by everyone involved.
3 Rules and instructions: Learners need to know what they are expected to do and how the game is played to succeed. It is important to keep the rules and instructions simple and clear. Do the rules avoid unnecessary and insignificant information?
4 Interaction: This may depend on whether a game is played by just one person or with others in a team. Games allow students to see the results of their decisions in real time, and they can change their choices and experiment to improve their performance by trying things differently. Interaction opens the pathways to discussion. Does our game encourage this kind of thinking and/or conversation?
5 Challenge: There is a balance to be made between a game being hard enough to keep players engaged but not so difficult that students switch off before even attempting it. Take time scales into account because if a game cannot be completed within the framework set, students may consider it a waste of energy and effort.
6 Outcomes and feedback: When playing a learning game, action creates instantaneous feedback through students’ progress. However just telling students when they are wrong is not helpful and may demotivate them.
- Type
- Chapter
- Information
- Playing Games in the School LibraryDeveloping Game-Based Lessons and Using Gamification Concepts, pp. 29 - 44Publisher: FacetPrint publication year: 2021