by Teach -toje’s staff
In Difference between gamification and a game -based trainingWe learned the difference between the two.
“Gamification is primarily in terms of promotion mechanics and the system that encourages them, while training based on the game is the first for the game and its cognitive remnant (whether from the content of the game or academic content). One can use the other.”
What should we know how to teach through games?
Your first level: Learning guide based on the K-20 Teacher Teacher Teacher
Video games captivate students in a way that few other media can.
Their immersive worlds, challenging challenges and instant feedback relationships naturally attract students. But for many K-20 teachers, the idea of ”Game Based” (GBL) -Sni special learning through Video games – can feel discouraged. Does this just play games? How do you guarantee that real training is happening? This guide is intended to demistify the process by offering practical steps to integrate video games into your teaching, even if you are a newcomer in the world of games.
1. Determine your teaching goals first (and most importantly)
The most critical step in the training based on the game before You even choose a game: clearly set the goals of your studies. GBL is a strategic choice of instructions, not just fun distraction. You need to identify specific standards for curricula, critical thinking skills, or socio-emotional learning results you want to achieve students. Ask yourself: What exactly do I want the students know or Yes I can do After engaging this game?
- Action Advice: Start small. For your first GBL activity, focus on one or two clear study goals. Instead of an unclear goal, such as “learn history”, keep in mind something specific by “analyzing the relationships of the causes and the effect in historical simulation” or “develop skills to jointly solve problems”.
2. Selection of Precisely Game (beyond just “educational” labels)
Although there are many games available on the market as “educational” (such as Prodigy), some of the most powerful training tools are the main games. The key is not necessarily the “educational” label but how the game is Mechanics In essence, they teach the desired skill or content.
- What to think about:
- Depth and alignment: Does the game offer sufficient complexity and replay to support the long -term training associated with your goals? Is its main gameplay cycle (eg resource management, strategic planning, puzzle solution) is aligned with the thinking skills you want to develop?
- Accessibility: Consider controls, text, visualizations and general ease of use for all students, including those with a variety of learning needs.
- Action Advice: Play the game yourself or watch extensive gameplay videos. Don’t rely on reviews just. Ask: “What are the basic actions or” verbs “of this game? Are those with the verbs of my learning goals? ” (TeachTought has other resources with specific game recommendations if you need ideas.)
3. Logistics and technology setup
The smooth implementation of the game based on the game depends on the careful pre -planning of your technological infrastructure.
- What to think about:
- Access to the device: Do you have a 1: 1 device setup, shared strollers or only access to a lab? This dictates which games are feasible and how you will structure the activity.
- Installation and accounts: How will the game game be installed? Will students from individual accounts need and how will you manage them, especially with regard to confidentiality and tracking of progress? Determine whether a permanent internet connection is required for installation or just gameplay.
- Connection: If the game requires internet access, is it enough WiFi WiFi for your school for multiple simultaneous users? Consider using cable connections if possible for greater stability and reduced lag.
- Action Advice: Test everything before Students arrive. Install the game, create fictitious accounts if necessary, and check the connectivity. Always have a backup plan (eg alternative analogue activity) if technology problems arise.
4. Structuring the Game -based lesson (Pre, during, post)
True training in GBL hardens around The game, not just during the game. The structured approach ensures that commitment becomes educational results.
- What to think about:
- Pre -game: How will you enter the goal of the game and connect it to the goals of the training? What previous knowledge should be activated? The most important thing is what are your behavioral and academic expectations for gameplay?
- During the game: Your role is shifted by a teacher to a facilitator. Distribute, monitor students’ strategies, and ask guidance questions to encourage deeper thinking. Provide differentiated maintenance as needed.
- After the game (decisive!): The reflection happens here. How will students look at their experience? How will they connect the mechanics or storytelling of the game with the goals of the curriculum?
- Action Advice: Dedicate so much if not more, time to Preparation before the game and Reflection/Discussion After Game As for the actual gameplay. This reinforces training.
5. Management of the classroom in the classroom
The game -based training requires a deliberate approach to the management of the classroom, acknowledging the introduction of unique dynamic games.
- What to think about:
- Clear expectations: What are the explicit rules for respectful play, screen boundaries and maintenance of academic focus?
- Transitions: How will you manage the startup and end of the gameplay effectively to maintain the flow?
- Engagement against distraction: How will you direct students to focus on the goals of the training inherent in the game, not just on the achievements in the game?
- Action Advice: Creating training rules based on games with your students. Clearly define what the “success” looks like beyond just “winning” in the game, tying it to your study goals.
6. Assessment of what matters (beyond high results)
The GBL evaluation goes beyond traditional tests to capture the width of learning that is happening.
- What to think about:
- Observation: What specific behaviors or interactions during play indicate that students apply learned concepts or developing skills (eg strategies for solving problems, cooperation, resource management)?
- Reflection: Use tools such as reflection magazines, tickets to go out, concept cards or managed discussions to consider.
- Application: Ask students to apply concepts in the game, to a problem in the real world, a written task or project.
- Action Advice: Design your evaluation methods before You choose the game by guaranteeing that they are directly aligned with your defined training goals and can really measure the skills developed by gameplay. Studies by scientists such as Kebritchi and Hirumi (2008) suggest that well -designed game -based training can significantly affect the motivation and commitment of students who are key precursors to academic achievements. In addition, studies show that video games can improve various cognitive skills, including problem solving, decision -making and critical thinking (Green & Bavelier, 2015).
By deliberately integrating these practical considerations into your teaching, you can use the power of video games to create dynamic, engaging and really effective learning experiences. Start a little, learn from every experience and enjoy the trip to level your classroom!
Cited works:
Green, CS, & Bavelier, D. (2015). The impact of video games on knowledge (and how the government can lead the industry). Political insights from behavioral and brain sciences,1 2(1), 101-109.
Kebritchi, M., & Hirumi, A. (2008). Sightseeing the effects of the learning environment based on computer games on academic achievements and motivation of students in high school. Instructive Science, 36(2), 53-78.
