Instructional Games
Gamification
of learning activities can improve motivation and learning (Roybler &
Hughes, 2019). Using games involving of challenge and competition in the
classroom has been enhanced by technology. Students can learn and practice on individual
devices using software or websites, or they can collaborate on a game projected
or displayed on a Smart TV.
My
children attend an apple 1:1 school and come home with iPad with dozens of
educational apps, including several that build math skills like iReady and XtraMath,
but their absolute favorite app is Prodigy. Prodigy is a fantasy style,
adaptive game in which players go on quests, battle wizards, earn prizes, and
connect with other students in the game all while learning and practicing math.
The
primary benefit of instructional games is that they make learning more engaging
and motivational (Roybler & Hughes, 2019). They can improve students’
perception of certain content areas they may have ambivalent feelings toward (Heshmati,
et al., 2018). Games also provide versatile options for teachers because they
can be modified to meet individual student’s needs. Collaborative games can help
students develop social skills as they work together, take turns, learn to win
or lose gracefully, and encourage one another.
Challenges of instructional games lie in ensuring the design of the games does not overshadow the content purpose such that students can be successful at the game through knowing and following the rules without mastering the material addressed in the game (Heshmati et al., 2018). Just as a teacher would provide feedback in a classroom game, software designs need to include feedback and information for students playing the game to promote learning. Students need to be able to transfer learning from the game to other situations, and game design can help or hinder that (Roybler & Hughes, 2019). Ideally, games would include application of knowledge similar to real life and progress from simple to more complex ideas.
References
Heshmati,
S., Kersting, N., & Sutton, T. (2018). Opportunities and challenges of implementing
instructional games in mathematics classrooms: Examining the quality of teacher-student
interactions during the cover-up and un-cover games. International Journal
of Science and Mathematics Education, 16(4), 777–796. https://doi.org/10.1007/s10763-016-9789-8
Roblyer, M. & Hughes, J. (2019). Integrating
educational technology into teaching (8th ed.). Pearson.
