RSA #4: Game-Based Learning
Module Sources:
Additional Sources:
Module Summary:
The
focus of this week’s module is Game-Based learning. Game-based Learning uses
competitive exercises that allow students to challenge each other or themselves
in order to motivate them to learn and process information more efficiently (Teed.
2015). Utilizing games in the classroom make learning fun, liven up the classroom,
and motivate students to learn in and outside the classroom. Correctly
utilizing GBL involves an element that engages players in a learning activity
through a storyline. In order to create a truly educational game, the
instructor needs to make sure that learning the material is essential and
correlates to scoring and winning the game. The concepts within the game need
to relate to the outcome in order for the students to be truly intrinsically motivated.
Truly engaging games that can be adopted for learning include video games,
board and card games, and apps on the IPAD. GBL motivates students to learn
more efficiently while immersing them in material and content so they process
the information more effectively. GBL also encourages students to learn from
their mistakes and continue to persist until the problem is solved. In order to
teach using GBL teachers need to construct an atmosphere of clear expectations
regarding the games and their use. It is crucial that the teacher understands
how to give students points for accomplishing certain goals within the lesson
that will reward the students for their progress or achievements. A final
reward is another motivator that can be used to motivate students for optimal
performance as well. Finally, it is best to test the game, no matter what
format, before the students play it for accuracy, and to ensure it works
properly.
Online Resource
Summaries:
The online resources were
very valuable and further explained and detailed the benefits and importance of
Game-Based Learning in a variety of classrooms. The Educational Technology
Review article (Ed Tech Review 2015) details what game-based learning is along
with the benefits of it in the classroom. It also provides the teacher a
checklist for how to construct a GBL lesson and how to prepare and reflect for
the outcomes accordingly. The Learn NC article is fabulous for it’s in depth
description of GBL. It details what GBL is, the history involved, the
components, benefits, limitations, and use for special need children. This site
offers every bit of information a person would want to know regarding digital
GBL (Coffey 2015). In the article, “Computer Games and Learning: Digital
Game-Based Learning” Marc Pensky discusses how students have evolved and
process information much differently than they did many years ago. By the time
a large amount of students reach college they have logged thousands of hours of
video games. This has changed the way they learn and cognitively process
information. The article goes on to inform the reader that if game-based
learning can be adopted to fit lessons within curriculum then the achievement
and retention rate will increase as well. The last two resources give an
example on how to include GBL within an actual lesson. It details the steps
taken along with how GBL was blended with a variety of learning methods. The
last journal article summarizes how it is time to recognize the benefits DGBL
and start to utilize it the classroom. It also explains how DGBL has
revolutionized the way students learn and process information and how students
are yearning for this style of learning.
Comparing and
Contrasting Additional/Module Resources:
Both the additional and
module resources produce valuable information regarding Game-Based Learning.
Both articles explained what GBL looks like in the classroom and the process that
need to be taken in order for it to be effective. Both resources also detailed
real life examples that proved the learn method works and that student
achievement and retention can be increased. The online articles have mentioned
a few times that the idea of GBL has been around for a long time but that
teachers and administrators have been hesitant to use it because they thought
it was not best practice. The online articles also show a correlation between
student achievements when using GBL and when they are not with student who have
learning disabilities or IEPs. Student with disabilities are much more likely
to benefit from the GBL method because of the rewards and intrinsic motivators
that come attached when playing a game. I did not notice how both the module
readings and additional online readings did not mention much information about
the limitations or downfalls with GBL. Although, GBL is a valuable tool and
asset in the classroom it does not come without risks and distractions. I think
it is clear that the risks far outweigh the rewards which were evident in all
of the readings.
Game-Based Learning in
an Educational Setting:
Game Based-Learning is best
utilized in educational settings where students need extra motivation to learn
and process information. GBL also works great to supplement or reinforce daily
lessons. The games can be used as a daily lesson or as a quarterly or semester long
project. Games can be used as formal or informal assessment to understand student’s
content knowledge. As a Special Education teacher I often utilize GBL in a
variety of formats for students that behavioral disorders, learning
disabilities, or physical ailments because it makes learning fun which is
something that many of my students do feel when they are in the classroom.
Games can boost the student’s confidence and make them feel successful which in
turn can carry over to their assessments and daily assignments. GBL also helps
me gather authentic assessments in different skill areas because the students I
service are more apt to try harder and show their true knowledge through a game
then a paper and pencil test. Teachers who use games in their classrooms to
instruct, support, and review knowledge will unquestionably see in increase in
assessment scores and retention rates. GBL is a great way for teachers to
manipulate students into learning a concept or idea without have to directly
instruct them through a workbook or lecture. GBL can work with other learning methods
in the classroom or on its own. In order to reach the minds of students today I
believe all teachers should use some component of this learning method.
References:
1.
Coffey, Heather. "Digital Game-based
Learning." Digital Game-based Learning. UNC School of Education, n.d. Web. 19 Feb. 2015.
2.
Papastergiou, M. (2009). Digital game-based
learning in high school computer science education:
Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
3.
Prensky, M. (2005). Computer games and learning:
Digital game-based learning. Handbook of computer
game studies, 18, 97-122.
4.
Teed, Rebecca. "Game-Based Learning."
Games. Carleton College, n.d. Web. 18 Feb. 2015.
5.
Trybus, J. (2014). Game-based learning: What it is, why it
Works, and where it's going. New York, NY:
New Media Institute. Retrieved
from http://www.newmedia.org/about-new- media-institute-(nmi).html
6.
Van Eck, R. (2006). Digital game-based learning:
It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
7.
"What Is GBL (Game-Based Learning)?" -
EdTechReview™ (ETR). ETR, n.d. Web. 19 Feb. 2015.
