teachology
and encourage involvement. By their
very nature games tend to be novel
and break up the routine of lectures or
group discussions. However that
novelty can soon wear thin if you
revisit the same game too many times.
Using Angry Birds to discuss physics or
geometry is fun...the first time.
Games as a form of literacy. Helping
students to strengthen critical thinking
is one of the primary goals of higher
education. Identifying objectives,
understanding the structure and logic
of a game and following the narrative
are all forms of literacy that draw on
critical thinking skills from numerous
disciplines. Understanding what makes
a successful game requires that
students think about elements such as
design, character, and even computer
coding. Games can be just as rich a
subject of analysis as other forms of
popular media. The award winning
video game Bioshock is just as famous
for it’s references to the philosophy of
objectivism as it is for its stylish
graphics and engaging gameplay.
Games as a form of feedback. We all
know how important feedback is to our
students. Well-timed feedback can
reinforce strong performance or
discourage wrong thinking. At their
essence, games are one big feedback
mechanism. You progress in a game by
being attuned to the feedback you’re
receiving from the game itself or other
players. What particular skills are you
looking to encourage in students and
what games teach those? The popular
board game Ticket to Ride encourages
both long-term planning and the need
to be adaptable through its challenges
and reward system.
Questions: What are some of the
successes of gamification in the
classroom? What is an example of a
gamified classroom activity? What
does the student gain from such an
activity?
Video here
Jane McGonigal researches and writes
about gaming and her Ted talk should
be required viewing for anyone who
wants to roll the dice with their class.
Click here to register for the
Gamification workshop!
November 21 at 1:30pm in P-264