Unit 1: Introduction to Games in pedagogical practice
Welcom to Unit 1 of the Game based learning module.
These are the contents that await you in the first unit: 1.1. Introduction and self-reflection: what do you think about using games in class? 1.2. The value of games in pedagogical context: how can games help you achieve better learning outcomes of your students? 1.3. Summary of Unit 1: are you ready to use games in your classroom tomorrow? 1.4. Self-reflection after Unit 1: have exercises and content of Unit 1 changed your view of games in pedagogical practice? 1.5. Lesson plan: apply your knowledge acquire in this unit in class!
1.1. Introduction and self reflection
The following unit will introduce you to games and how can using games in class help you achieve better learning outcomes of your students. The aim of the unit is to give you an understanding of:
- how games help students break their established routines,
how games make your students happier, - how games can raise intrinsic motivation of your students to learn, - how games give you opportunity to set, short-term, mid-term and long-term learning goals, - how games give your students opportunity to learn from failure in a safe environment, - how games teach students new skills, - and
what types of games (+ examples) can you use in the classroom tomorrow.
Exercise 1: self-reflection
Before we start, we would like to encourage you to do a little self-reflection exercise. What are your thoughts regarding the following statements? Do you think they are true? What would that mean for your work as a teacher?
1. Less than 10% of students are internally motivated to learn in school. 2. More than 91% of teenagers play games in their free time. 3. Students don’t need to enjoy the process of learning to actually learn new things. 4. It is not important to set mid-term learning goals for students, as long as they know short-term and long-term learning goals. 5. There is no better system for evaluating students than grading. 6. Only games designed for educational purposes can be educational.
1.2. The value of games in pedagogical context
The central idea and value of game-based learning is based on the contrast between the mundane school (and later life) experiences of the majority of young people and the challenging yet often super exciting experiences they have encountered in games. Let us take a closer look at this contrast.
A. Breaking the routine
As you may have figured out from the first two exercises, our school life and life in general more often than not becomes routine. We wake up, brush our teeth, have breakfast, dress up and go to school or to work. Once we are there, the schedule does not provide us with much variety. After we come back home, what awaits us are rather boring chores: taking the trash out, cleaning the dishes, cooking, doing household errands etc. The cycle repeats with sporadic breaks of excitement we encounter in what in our postmodern world has become known as free leisure time.
On a neurological level, this poses a pressing problem. When we live and work on auto-pilot, following the same daily routines, our brain operates along familiar neural pathways or 'schemas' that it has learned over time. As a result, we engage in activities with minimal effort or conscious processing, which limits the brain's potential for growth and development. Continuously relying on routine tasks that require little thought fails to sufficiently challenge our brains and contributes little to enhancing its capacity or overall function.
To many people, especially the young, games provide a break with this routine cycle they experience in school. Games give them almost infinite options to join in and take active part in adventures, action, puzzles and stories of games, immersing themselves in exciting new virtual worlds. And it’s even healthy for their brains.
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
1. Many games make people happy.
True
False
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
2. Games are played mostly by teenage boys.
True
False
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
3. Games are very effective in motivating players.
False
True
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
4. Players often don’t know what the goals are in the games they play.
False
True
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
5. Failing in games discourages players to continue playing them.
True
False
Quiz time!
Besides breaking the routine, do you think the following statement about games is true?
6. Multiplayer games can teach players valuable leadership skills.
True
False
Congratulations! Only 20% of people taking this course have come as far as you!
B. Games make us happy
Check in self-reflection: When was the last time you received some kind of reward for what you did at home, work or potentially an e-learning course? How did it make you feel?
C. Games are motivation factories
Check in exercise: which of the following statements are true?
When students are motivated, they are more likely to be engaged in learning.
False
True
C. Games are motivation factories
Check in exercise: which of the following statements are true?
Students don’t need to be engaged in learning to achieve better learning outcomes.
True
False
C. Games are motivation factories
Check in exercise: which of the following statements are true?
When students freely learn about things they find interesting, their motivation rises.
False
True
C. Games are motivation factories
Check in exercise: which of the following statements are true?
You can motivate students through grades.
False
True
C. Games are motivation factories
Check in exercise: which of the following statements are true?
Students can get motivated to engage in learning to avoid punishment or guilt.
False
True
C. Games are motivation factories
Check in exercise: which of the following statements are true?
It is always better when the motivation of students to learn comes from their own interest, rather than external factors (grades, fear of punishment, guilt).
True
False
C. Games are motivation factories
A research study done in Slovakia has found a striking result: less than 7% of elementary school students are internally motivated to learn. In other words, only 7% of students enjoy learning new things the way schools and teachers present these to them.
On the other hand, in strong contrast to these findings are the statistics about the number of gamers among teenagers. More than 91% of them play games daily.
Even though there is a strong contrast between the school world and game world, have no worries! School education and games share much in common. Let’s explore this together.
In the mindset of a gamer, an ideal learning environment would look somewhat like this: 1. It is ideal, if a learning period (be it one class, or half year module) sets clear objectives for a student - they need to know what they are learning and why. 2. The learning material you present to your students, should ideally be presented as a challenge. It needs to match their skill and knowledge levels. If they lack skills to work with the material, it will be too difficult for them and their motivation will decrease. On the other hand, if the material is too easy, students may also drop out since it's not challenging enough. 3. Regular and frequent feedback from you will keep your students on track towards the learning objectives. Why? Mostly because it will allow your students to see whether they are improving. Or if they are not, it can be a trigger for them to put more focus and work into the learning process. 4. Once you present the learning material as a challenge fitting their skill and knowledge levels, you can further increase student motivation by giving autonomy and control to students over their learning. It is them who look for solutions to a challenge. You can take more of an assistant facilitator role and focus on giving them frequent feedback on their work. 5. Set out clear rules of how students can attain rewards throughout the learning period. This way you can automate the process of attaining rewards and students receive them immediately. Be it points, badges or achievements, all of these shall help you tap into the motivation of your students. 6. Keep giving students new challenges regularly over the course of your learning period. Also, introduce them to new ways of how they can solve these challenges. The novelty of new challenge and ways to solve it will keep them curious and interested. 7. Allow for social interaction between students, as they are trying to figure out how to solve the challenges you give them. You can use two standard ways of how such interaction can be stimulated: allow them to either cooperate or compete. 8. If you feel like it, you can frame the learning period with an exciting narrative. Create a new fantasy world, take your students to a foreign country or make them heroes of a thrilling detective adventure story. Stories and narratives can engage some of your students to keep learning. 9. Similarly to the previous point, you can give the students an option to role-play and personalize their experience. Let them be pirates, astronauts, elves or famous innovators. This way they will take ownership of the learning experience and will be willing to engage in it on a deeper level.
Do you agree that this is how school education could and should look like?
Well, actually, this is what all good games use to create fun and engaging experiences for their players. Using games in your pedagogical practice will help you blend the learning objectives you have as a teacher, with motivational mechanisms of games.
Check-out exercise: which of the game elements mentioned in this unit do you regularly find present in your classes?
D. Games make us part of something bigger
Check in self-reflection: when your students ask you “Why are we learning this?”, what is usually your answer?
Short-term goals in a school context usually cover a span of a week to a month. They focus on specific tasks and assignments.
Long-term goals encompass the academic journey of your students over the course of a year or even the entire education process.
Learning goals
Revise! Short-term goals in a school context usually cover a span of a week to a month. They focus on specific tasks and assignments.
Long-term goals encompass the academic journey of your students over the course of a year or even the entire education process.
But! You can give your students a more tangible context for their short and long-term learning, with the use of mid-term learning goals. These would regularly clarify: (1.) What skills and knowledge are they learning through tasks and assignments (set up by short-term goals), such as communication skills, physical endurance or programming in Unity 3D, (2.) and
how are these useful for their long term academic/professional journey - of becoming a lawyer, a firewoman or a game developer.
Mid-term goals cover a longer period, typically a semester or term. They involve broader objectives related to courses and academic progress focusing on tangible skills and knowledge development:
A. Skill Mastery: Outline the key concepts and skills you aim to master in each of your courses/modules during the semester, such as being able to give a public presentation in front of a whole class, being able to run a half-marathon or being able to to programme a simple computer game.
B. Project Planning: Identify major milestones in the form of projects, presentations, or exams for each course and create a roadmap for completion. If we took skill mastery of game programming, the major milestones on a 5 month long roadmap could be: paper prototype of a game, first playable digital prototype of a game, prototype testing, second playable prototype, testing and finally, publication of the final version of the game.
C. Skill Improvement: Determine skills you want to improve during the semester, such as written and spoken communication, physical endurance and strenght or general programming and specialized programming in Unity 3D.
Besides setting up tangible links between short, mid and long term learning goals, you can wrap them in EPIC narrative hooks, just like games do (or use games to support you in this). This could look somewhat like this:
A. Are you teaching your students about the Cuban Missile Crisis? → hook them by first framing the learning material and explain them, that in the days leading up to the crisis, humanity was probably the closest to a nuclear holokaust, it has ever been.
B. Are you teaching your students how to code in Python? → hook them by first framing the learning material with a story of Alan Turing, who is considered to be a father of modern computers and who has, by deciphering the Enigma code, saved 14 million lives of soldiers in World War 2. Python by the way is a code language used to programme AI, which Turing already conceptualized in the 1950s.
E. Failing in games to win in real life
Check-in exercise: In his workshops and presentations Tibor Prievara, a leading figure in the area of education from Hungary, often mentions the following scenario: Imagine yourself as a student. In the subject of History, you have so far gotten two 1s (1 being the best grade) and one 5 for your assignments/tests. Your grade average in History went from 1,00 to 2,33 because of one failed assignment. How many 1s do you need to get before the end of a school term, for your average grade to be back to 1 again?
3
4
6
2
To hell with this. I don’t care about History anymore.
E. Failing in games to win in real life
This is how failing usually looks like in school. The penalty is extremely high. When failing is structured this way, it makes it very hard for you to keep students motivated and engaged. There are two major reasons for this:
1. Students become afraid of failure, which makes them focus on external motivation factors more, rather than on their real internal learning interests.
2. The process of overcoming failure in our scenario may not even be achievable in the span of one school term. People, including your students, are rarely motivated and engaged to put in the work, if the goals are not attainable.
One final note. Life is full of challenges. When we teach our kids to perceive the inability of overcoming the challenges as non-repairable failure, we are stripping them of their own agency to achieve their goals.
How do we teach our students to win in real life then? One way to go about it is by use of games and game-based understanding of failure in the learning process.
F. Games develop skills
Check in self-reflection: When was the last time you have played a new game? How was your experience? Did you find the game interesting? Did it teach you something new?
In our years of working with teachers and their students we have come to realize one peculiar thing. When we hold a class with one of our games, students tend to jump right in and have fun in no time. When we do the same during training for teachers, they usually have much more difficulties even with the very basics of controlling mobile and PC games. Working a game is a digital skill in itself. Figuring out the rules, objectives, controls and the narrative of games demands a certain level of critical thinking, digital literacy as well as ability to flexibly adjust to a new environment. Simply allowing yourself and your students to start up a game, creates space for developing these skills.
Almost all mainstream games however go beyond digital literacy skills and have broader educational value. The transversal skills broadly present in many modern games include:
Problem-Solving: Games often present players with complex challenges and puzzles that require critical thinking and problem-solving skills to overcome.
Adaptability: Many games have dynamic environments and changing scenarios, teaching players to adapt quickly to new situations and challenges.
Creativity: Games with open-world, sandbox or puzzle elements encourage players to be creative and think outside the box to achieve their objectives.
Communication: Multiplayer games often require teamwork and communication, promoting effective communication skills and collaboration with others.
Strategic Thinking: Turn-based strategy games and real-time strategy games require players to plan ahead and think strategically to achieve their goals.
Time Management: In games with time constraints or limited resources, players learn to manage their time efficiently and make quick decisions.
Hand-Eye Coordination: Action and sports games can improve hand-eye coordination and fine motor skills.
Resource Management: Games that involve managing resources, such as money or supplies, teach players to prioritize and allocate resources effectively.
Resilience: Overcoming challenging levels or difficult opponents in games fosters resilience and perseverance in the face of setbacks.
Empathy: Story-driven games with well-developed characters and narratives can promote empathy and emotional intelligence by allowing players to understand and connect with the characters' emotions and experiences.
Leadership: In multiplayer games, players can take on leadership roles, learning how to guide and motivate a team towards a common goal.
Decision Making: Games often require players to make choices that have consequences, helping them improve their decision-making abilities.
Negotiation and Conflict Resolution: Multiplayer games involving trading or negotiation scenarios can develop skills in diplomacy and conflict resolution.
Spatial Awareness: Games with 3D environments can enhance players' spatial awareness and navigation skills.
Information Processing: Many games require players to absorb and process information quickly, improving their information processing and cognitive abilities.
Compared to mainstream games, educational games go even beyond this list of skills and often adjust their contents and gameplay to fit with state mandated curricula. You can find games like this on the Gamifactory platform.
A popular theory about skills development was introduced in 2008 by Malcolm Gladwell. It states that to master any skill, a person has to properly practice it for at least 10 000 hours. Even without using games in schools for skills development, reading by the current statistics of teenager playing time, most teenagers spend more than 10 000 gaming before they turn into adults. This points us towards having to seriously consider gaming as a space where relevant skills development takes place. It also highlights the relevance of using educational (as well as mainstream) games for educational purposes.
1.3. Summary of Unit 1
Great work! You are nearing the end of Unit 1. Let’s go through a summary of what you have learned so far.
The number of students in our schools who are motivated to learn is critically low. In Slovakia the number of motivated students stands at less than 10%. In contrast, more than 91% of teenagers play video games. In Unit 1, you acquired an understating why that is: - games help students break their established routines, - games make your students happier, - games can raise intrinsic motivation of your students to learn, - games give you template to set, short-term, mid-term and long-term learning goals, - games give your students opportunity to learn from failure in a safe environment, - games teach students new skills, - and
there is many games you can start using in the classroom tomorrow.
1.4. Self-reflection after Unit 1
Now that we are at the end of Unit 1, lets get back to the statements from the beginning of this unit. To what extent to you agree with these statements?
1. Less than 10% of students are internally motivated to learn in school. 2. More than 91% of teenagers play games in their free time. 3. Students don’t need to enjoy the process of learning to actually learn new things. 4. It is not important to set mid-term learning goals for students, as long as they know short-term and long-term learning goals. 5. There is no better system for evaluating students than grading. 6. Only games designed for educational purposes can be educational.
What are your thoughts on these after Unit 1? Has what you have learned so far in any way influenced your understanding and stand towards these statements?
You can tell us, if you feel like it!
1.5. Unit 1 Lesson Plan
If you would like to put the knowledge acquired in this unit to practice, you can implement the following lesson plan in your class:
Unit 2: Introduction to Game Based Learning
Welcom to Unit 2 of the Game based learning module.
These are the contents that await you in the second unit: 2.1. Introduction and self-reflection: To what extent do you actively involve students in the learning process? 2.2. What is game-based learning: Does game-based learning simply mean playing games in class? Or is there more to it? 2.3. Differences between GBL and Gamification: Can you use both, game-based learning and gamification in your class? 2.4. Summary of unit 2: are you ready to let games help your students learn? 2.5. Self-reflection after unit 2: Are you ready for the next level? 2.6. Lesson plan: apply knowledge you acquired in this unit in class!
2.1. Introduction and self reflection
The following unit will introduce you to a pedagogical method of game-based learning. After its completion, you will: - understand what are the main parts of game-based learning, - be able to see how game-based learning transforms learning experience of students, - gain knowledge about what can you teach students by using games, - understand what games best fit learning environment, - know where to find games fit for learning environment, - understand similarities and differences between game-based learning and gamification.
Before we start, we would like to encourage you to do a little self-reflection exercise. What are your thoughts regarding the following statements? Do you think they are true? What would that mean for your work as a teacher?
- Game-based learning just means playing games in school. - Only games designed for educational purposes can be educational. - I usually teach my students by giving them a lecture. - I try to incorporate as much interactivity into my classes as possible. - I believe people achieve best learning outcomes through learning by doing. - I see the current and future role of a teacher to be more of a facilitator rather than an expert lecturer. - I put emphasis on developing the skills of my students, rather than just focusing on developing their knowledge.
2.2. What is Game based learning (GBL)?
What are the four core parts of game-based learning?
As you have seen in the video, effective game-based learning is composed of:
1. A game used for learning purposes. Like for instance Aaron’s Dilemma, a game about a Syrian refugee. 2. A goal towards which we are working in the game. Such as leading Aaron safely on his way to Europe. 3. Student-player making in-game decisions and experiencing the consequences of their actions. Such as helping Aaron, the Syrian refugee, choose where his steps will lead next. 4. A risk-free game-environment which allows students-players to make mistakes and to actively learn through experimentation. Have you failed to escort Aaron, the Syrian refugee, safely to Europe? Think what you could have done differently in the game and try again.
All in all, we can say that game-based learning has four defining traits: objectives, rules, feedback and voluntary participation.
More about GBL (in Slovak)
A. How does GBL transform school experience for students?
As already defined in this unit, game-based learning can very effectively help you involve and motivate your students in the learning process.
Exercise: how does game-based learning transform school experience for your students? Link statements in the two columns according to how you think GBL can trasnform learning in your school.
From boring
to enjoy to do.
From must do
to engaged.
From passive
to critical.
From memorized
to vivid.
From difficult
to challenging.
B. Game based learning in past, present and future
Game based learning is not a new method. It has been used for centuries. Let's explore the evolution of GBL in the video below.
C. What can you teach by using games in class?
The short answer is: mostly anything. You just need to find the right game.
Long answer points towards a list of transversal skills you can teach by using games, such as: 1. Problem-Solving (example game: Baba is You, you can see how its played here) 2. Adaptability (example game: This War of Mine, you can see how it is played here) 3. Creativity (example game: Minecraft, you can see how it is played here) 4. Communication (example game: Among Us, you can see how it is played here) 5. Strategic Thinking (example game: Age of Empires, you can see how it is played here) 6. Time Management (example game: Frostpunk, you can see how it is played here) 7. Hand-Eye Coordination (example game: Tetris, you can see how it is played here) 8. Resource Management (example game: Frostpunk, you can see how it is played here) 9. Resilience (example game: Dark Souls, you can see how it is played here) 10. Empathy (example game: Aaron’s Dilemma, you can see how it is played here) 11. Leadership (example game: World of Warcraft, you can see how it is played here) 12. Decision Making (example game: Lifeline, you can see how it is played here) 13. Negotiation and Conflict Resolution (example game: A Way Out, you can see how it is played here) 14. Spatial Awareness (example game: Fortnite, you can see how it is played here) 15. Information Processing (example game: Portal 2, you can see how it is played here)
And even though many games on the list are games you have to pay for, the skills they can help you teach your students are transferable. Investment into these games could be a very good value in the long term.
Also, some of the games on the list are big games that can be played for long spans of time. You can portion the gameplay for your students and hold debriefing sessions more frequently, not merely at the end of the game.
Beyond training skills, games also offer tremendous variety in terms of what knowledge they can pass on to your students. Just to showcase this, here are some examples:
1. Civilization VI can teach students about historically accurate evolution of human societies and nations, 2. The Oregon Trail can teach students about American history, namely the dynamics between European settlers and native american nations, 3. Scrabble can teach students vocabulary in various languages, 4. Little Alchemy can teach students basics of chemistry, 5. Cells in Action can teach students how the human immune system works, 6. Aaron’s Dilemma can teach students about real stories of refugees fleeing Syria to Europe, 7. Age of Empires can teach students about historically accurate war battles that took place in the Middle Ages.
D. What games are fit for use in learning environments?
When you are looking for a game to use in class, you have three options which we will present you in the video below.
2.3. Differences and similarities between GBL and Gamification
The method of game based learning is sometimes misconcieved as gamification and vice-versa, gamification is oftentimes misconcieved as game based learning.
These common misconceptions have a good reason: there are many similarities between game based learning and gamification. However, there also is a number of key differences between the two methods. Let's explore these in the video below.
As have seen in the video, even though GBL and gamification share similarities are, there is a significant distinction between these two concepts. In GBL, the learning process comes as a result of playing the game. Gamification, instead, is about applying some game elements to traditional (non-gaming) activities in order to increase engagement and motivation. The features of gamification are typically a part of GBL, but not vice versa.
In short, one could say that game-based learning gamifies the CONTENT of education and gamification gamifies the PROCESS of teaching.
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Game-based learning uses game elements in non-game settings.
False
True
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Gamification uses game elements to gamify the process of teaching.
True
False
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Game-based learning is a great method of how to improve the process of teaching.
True
False
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Game-based learning has four defining traits: objectives, rules, feedback and voluntary participation.
False
True
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Both, game-based learning and gamification create a risk free environment for students.
False
True
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
Gamification does not strive to solve the inherent unfairness of student marking.
False
True
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
In game-based learning, you fulfill learning goals before playing the game itself.
True
False
Differences and similarities between GBL and Gamification
Now that you have a working knowledge about both, GBL and Gamification, let's apply it in this exercise.
The features of gamification are typically a part of GBL, but not vice-versa.
False
True
2.4. Summary of Unit 2
You are nearing the end of Unit 2. A proper time to give yourself a high five!
Unit 2 has moved you from a potential novice to game based learning to someone who is almost ready to try it out in class. That is because now you: 1. understand what are the main parts of game-based learning, 2. are able to see how game-based learning transforms learning experience of students, 3. have gained knowledge about what can you teach students by using games, 4. understand which games best fit learning environment, 5. know more about where to find games fit for learning environment, 6. understand similarities and differences between game-based learning and gamification.
2.5. Self-reflection after Unit 2
Now that we are at the end of Unit 2, lets get back to the statements from the beginning of this unit. What is your stance regarding them? - Game-based learning just means playing games in school. - Only games designed for educational purposes can be educational. - I usually teach my students by giving them a lecture. - I try to incorporate as much interactivity into my classes as possible. - I believe people achieve best learning outcomes through learning by doing. - I see the current and future role of a teacher to be more of a facilitator rather than an expert lecturer. - I put emphasis on developing the skills of my students, rather than just focusing on developing their knowledge.
What are your thoughts on these after Unit 2? Has what you have learned so far in any way influenced your understanding and stand towards these statements?
2.6. Unit 2 Lesson Plan
If you would like to put the knowledge acquired in this unit to practice, you can implement the following lesson plan in your class:
Unit 3: What are games and why are they so popular?
Welcom to Unit 3 of the Game based learning module.
These are the contents that await you in the third unit: 3.1. Introduction and self-reflection: why do you think games are so popular? 3.2. What is a game: do you actually know? 3.3. Why are games so popular: have you met a person who has not played a game yet? 3.4. Game genres: there is a game for everyone. It just might be from a different genre. 3.5. Gamer types: gamers are a very heterogeneous group. What are some types of gamers? 3.6. Myths about games and gamers: let's see what the data say about these myths. 3.7. Lesson plan: apply the knowledge you acquired in this unit in class!
3.1. Introduction and self-reflection
The following unit will show you what games are and why they are such a popular medium among young people as well as adults.
After the completion of the unit you will: - be able to see yourself as a gamer, - understand how games work without having to play them, - understand why your students love playing games so much, - know what types of games are out there, - know what types of gamers your students are, - have your possible misconceptions about games and gamers broken.
Before we start, we would like to encourage you to do a little self-reflection exercise.
What are your thoughts regarding the following questions and statements? Are they true? What comes out as your general attitude towards games and gaming? (you can write down your thoughts somewhere, since we will be coming back to them at the end of the unit):
- When was the last time you played a game? - Which game was it? - How did you feel while playing? - What is your favorite game of all time? - Would you agree that games are the most popular medium among young people? - Why do you think games are so popular among the young, as well as adults? - How do you imagine a typical gamer? What age, gender is he/she?
3.2. What is a game?
Check-in exercise: give it a minute and think about how you would define a game. You can write your answer somewhere. To what extent does your definition come close to the one presented in the video below?
Games are magic circles. Modern games are based on a variable number of game components. The following exercise will help you think more in detail about what moder games are composed of.
Exercise: Which of the following can be a component of a game?
players
fun
conflict
challenges
narrative
objectives
rules
social interaction
feedback
competition
3.3. What is not a game?
Check-in exercise: Which of the following do you NOT consider to be games?
Motimore
Aaron's Dilemma
Mathematics test with special reward
Smart Books
Kahoot
Cells in Action
3.3. What is not a game?
You now know that games are interactive environments which have goals, rules, a feedback system and voluntary participation. You also know that people usually have fun while playing games.
You also know from Unit 2, that gamification is the process of using game elements (such as rules, goals, feedback system, etc.) in non-game environments. Example of a wonderful application of gamification is the Motimore platform, on which you are now. Motimore brings game elements to education, and you can use these in the process of learning.
However, there are many products on the market currently, being offered to educators as games or gamification tools (but are they really?). You may have encountered the following: Kahoot!, Quizzis, Smart Books or other popular options.
Let's take a look at the most popular one of these three, which is Kahoot!.
This is what using Kahoot looks like:
What all these Kahoot-like tools have in common are the following: - test like structure where the only thing you do is pick correct answer over and over and over again, ad infinitum, - flashy (or not so flashy) reward system. And that’s it! There are no more major game elements present in these tools.
Are they games? Of course not. Neither can they offer the immersive experience and type of higher level learning opportunities like games can.
Are these platforms gamified? Yes, but only to a very small extent, since they mostly use the dopamine inducing reward system of games to keep your students engaged.
So what are these platforms if they are not really games, nor gamification? To put it bluntly, they are flashy tests. Nothing more, nothing less. Of course, these tools have their place in education and can serve as good testing and evaluation tools but beyond that, they offer very small educational value. Danger of these platforms is that they can improve short term learning outcomes of your students via leading them to memorize facts and information - correct answers. They however rarely lead your students higher level learning in the form of application of facts, analysis of information, their evaluation and creative activities.
3.4. Why are games so popular?
Check-in exercise: Take your favorite game of all time. What made the game fun for you? What did the game do to encourage you to play further?
People spend more than 3 billion hours every week playing games according to research done by Jane McGonigal. How is that possible? Let's explore this in the video below.
Game loop exercise
Watch at least a short part of a gameplay video of a popular game Tetris.
After that, continue to the first quiz question.
Lets explore tha game loop presented by Tetris.
What would best define a challenge posed by Tetris?
Make the playing surface of the game as colorful as possible.
Place Tetris blocks on the playing surface as slow as possible.
Place Tetris blocks on each other without reaching the top of the playing surface.
Game loop exercise
Watch at least a short part of a gameplay video of a popular game Tetris.
After that, continue to the first quiz question.
Lets continue exploring tha game loop presented by Tetris.
What would best define opportunities to solve a Tetris challenge provided to use by the game?
Wait patiently while the Tetris blocks fall down randomly.
Turn, move and place Tetris blocks.
Communicate with friends who navigate you in placing the Tetris blocks.
Game loop exercise
Watch at least a short part of a gameplay video of a popular game Tetris.
After that, continue to the first quiz question.
Final question of the Tetris game loop exercise.
What feedback does Tetris provide to players as they progress through the game?
Players get new armor for their avatar after completing each level.
New narrative scenarios are unlocked once each level is completed.
Players score points for each removed line of blocks. After a certain number of points is scored, the game switches to a higher level and increases speed.
3.5. Game Genres
Check-in exercise: try to give it your best guess - what genre is your favorite game of all time?
You now know that the loop created by each game is what keeps us playing. It is what keeps players in the magic circle. Different players however have different preferences in terms of what genre of the game is most fun for them.
Here are some most popular game genres and examples of games in each: Action-Adventure: The Legend of Zelda: Breath of the Wild where Players explore an open world, solve puzzles, and engage in combat in a fantasy setting.
Shooter:Call of Duty: Modern Warfare: A first-person shooter series known for its realistic military combat.
Role-Playing Game (RPG):The Elder Scrolls V: Skyrim: An open-world RPG where players create a character and embark on epic adventures.
Massively Multiplayer Online (MMO):World of Warcraft: An iconic MMORPG set in the high-fantasy world of Azeroth, featuring quests, dungeons, and player-vs-player combat.
Simulation: Cities Skylines: A city-building simulation game where players construct and manage a city.
Strategy:Civilization VI: A turn-based strategy game where players guide a civilization through history, focusing on diplomacy, warfare, and development.
Sports and Racing: FIFA 22: A popular soccer simulation game with realistic graphics and gameplay.
Horror: Amnesia: The Dark Descent: A psychological horror game known for its atmospheric and unsettling gameplay.
Puzzle:Tetris Effect: A modern take on the classic puzzle game with mesmerizing visuals and audio.
Platformer:Super Mario: A 2D platformer featuring the iconic character Mario in a whimsical adventure.
Adventure:Life is Strange: An episodic adventure game focused on choice and consequence in a coming-of-age story.
Music and Rhythm: Beat Saber: A virtual reality rhythm game where players slice blocks to the beat of the music with lightsabers.
These are just a few of the many video game genres. And within each genre, there are numerous sub-genres and variations, catering to a wide range of player preferences and gaming experiences.
Here is a short clip of an educational game from Impact Games called Cells in Action. What genre is the game?
Action game
Card game
Puzzle game
Adventure game
Role-playing game
3.6. Gamer types
As you explored in the previous session, there are a large number of game genres.
This is mostly because there also are a number of player types. Player types is a concept created by Richard Bartle in the 90’s.
Why is this important? Different player types have different game genre preferences. And so will your students and kids. Getting to know these will help you out in choosing the right games for your students, but it can also contribute into their self-knowledge.
What are the four most common player types?
1. Achievers:10% of all gamers are achievers. They are motivated by competition and reaching in-game goals. They often prefer games with clear objectives, progression systems, and leaderboards. --> Preferred Genres: Action games, role-playing games (RPGs), massively multiplayer online games (MMOs), and sports games.
2. Explorers:10% of all gamers are explorers. They are driven by a desire to discover and uncover secrets within game worlds. They seek out new experiences and enjoy open-ended gameplay. --> Preferred Genres: Open-world games, adventure games, simulation games, and sandbox games.
3. Socializers:80% of all gamers are socializers. They enjoy interacting with other players and forming connections. They thrive in games that facilitate social interaction and cooperation. --> Preferred Genres: Massively multiplayer online games (MMOs), social simulation games, and cooperative multiplayer games.
4. Killers (or Competitors):1% of all gamers are killers. They are motivated by defeating opponents and proving their skills. They are often drawn to competitive and player-vs-player (PvP) experiences. --> Preferred Genres: First-person shooters (FPS), fighting games, battle royale games, and real-time strategy games.
3.7. Myths about games
There are a number of popular claims surrounding games (especially videogames) and gamers. Let’s see where do you stand regarding these.
Games cause violent behaviour.
False
True
3.7. Myths about games
There are a number of popular claims surrounding games (especially videogames) and gamers. Let’s see where do you stand regarding these.
Video games are only for small kids.
True
False
3.7. Myths about games
There are a number of popular claims surrounding games (especially videogames) and gamers. Let’s see where do you stand regarding these.
Large majority of gamers are male.
False
True
3.7. Myths about games
There are a number of popular claims surrounding games (especially videogames) and gamers. Let’s see where do you stand regarding these.
Most gamers are anti-social.
False
True
3.7. Myths about games
There are a number of popular claims surrounding games (especially videogames) and gamers. Let’s see where do you stand regarding these.
Games cause addictive behaviour in less then 10% of gamers.
False
True
3.7 Myths about games debunked
In the previous quiz, you have gone through the most common myths surrounding games and gamers. Let's back the quit with some data.
Games cause violence:Research and studies that looked for a correlation between
games and violence repeatedly came to a conclusion that it is not there. Causes of violent behavior in "gamers" originate elsewhere. Not in games.
Video games are only for small kids: The age of an average gamer is currently 35 years of age, according to current statistics. There are more than 3,3 billion gamers worldwide.
Large majority of gamers are male: Globally, 50% of gamers are male, the other 50% is female.
Gamers are anti-social: 56% of gamers globally regularly play social multiplayer games (meaning: they play with other people). Besides that, as you already know, 80% of gamers are socializers. They play to spend time with other people.
Games cause addiction:A comprehensive research study done on this topic suggests that 90% of gamers show no pathological signs of gaming addiction. The occurrence of pathological gaming has been shown with 10% of gamers. Even the 10% of gamers showing signs of addiction did not have problems maintaining a professionally and financially healthy life.
3.7. Unit 3 Lesson Plan
If you would like to put the knowledge acquired in this unit to practice, you can implement the following lesson plan in your class:
Unit 4: Educational and Serious Games
Welcome to Unit 4 of the Game based learning module.
These are the contents that await you in the fourth unit: 4.1. Introduction and self-reflection: are some games better fit for educational purposes than others? 4.2. Basic definition of learning: just as a short recap of what you already know. 4.3. Educational Games: what are these and can you use them in class? 4.4. Serious Games: what are these and can you use them in class? 4.5. Difference between Educational and Serious Games and why is it important for you to know it. 4.6. Self reflection after Unit 4 4.7. Lesson plan: apply the knowledge you have acquired in your class!
4.1. Introduction and self-reflection
The following unit will take a closer look at two game genres ideal for use in an educational setting: educational games and serious games. After the completion of the unit you will: - understand what types of learning can games support, - know what are educational games (+ examples), - know what are serious games (+ examples), - see what is the difference between educational games and serious games, - be able to evaluate whether an educational or a serious game is best fitting for your needs in the class.
Before we start, we would like to encourage you to do a little self-reflection exercise. What are your thoughts regarding the following questions and statements? Are they true? What comes out as your general attitude towards educational games?
1. You can learn teamwork while playing Counter Strike. 2. You can learn problem solving while playing Portal 2. 3. You can learn how the human immune system works while playing Cells in Action. 4. A popular city-builder game Cities Skylines is used for urban planning by large cities. 5. People can learn new things anywhere. 6. People can learn new things anytime. 7. Every game is educational to a certain extent.
4.2. Basic definition of Learning
Check-in self reflection: when was the last time you have learned something new? Where were you at the time and what were you doing?
The Merriam-Webster dictionary presents three basic definitions of learning: 1. The act or experience of one that learns, 2. Knowledge or skill acquired by instruction or study, 3. Modification of a behavioral tendency by experience.
For the purpose of this unit, learning can be defined as a process or an experience through which we acquire knowledge or skills, which then in consequence may alter our behavior.
Let's explore where, when, at what age and how can people learn.
Where can people learn? (multiple answers can be correct)
on the bike
in school
only in school
in a library
only at home
at a bus stop
in a train
4.2. Basic definition of Learning
Check-in self reflection: when was the last time you have learned something new? Where were you at the time and what were you doing?
The Merriam-Webster dictionary presents three basic definitions of learning: 1. The act or experience of one that learns, 2. Knowledge or skill acquired by instruction or study, 3. Modification of a behavioral tendency by experience.
For the purpose of this unit, learning can be defined as a process or an experience through which we acquire knowledge or skills, which then in consequence may alter our behavior.
Let's explore where, when, at what age and how can people learn.
When during the day can people learn? (multiple answers can be correct)
while sleeping and dreaming
people never learn
in the morning
late in the evening
in the afternoon
none of the above
4.2. Basic definition of Learning
Check-in self reflection: when was the last time you have learned something new? Where were you at the time and what were you doing?
The Merriam-Webster dictionary presents three basic definitions of learning: 1. The act or experience of one that learns, 2. Knowledge or skill acquired by instruction or study, 3. Modification of a behavioral tendency by experience.
For the purpose of this unit, learning can be defined as a process or an experience through which we acquire knowledge or skills, which then in consequence may alter our behavior.
Let's explore where, when, at what age and how can people learn.
At what age do people learn? (multiple answers can be correct)
only when they are young
3 years old
56 years old
14 years old
especially throughout their mid-life crisis
76 years old
4.2. Basic definition of Learning
Check-in self reflection: when was the last time you have learned something new? Where were you at the time and what were you doing?
The Merriam-Webster dictionary presents three basic definitions of learning: 1. The act or experience of one that learns, 2. Knowledge or skill acquired by instruction or study, 3. Modification of a behavioral tendency by experience.
For the purpose of this unit, learning can be defined as a process or an experience through which we acquire knowledge or skills, which then in consequence may alter our behavior.
Let's explore where, when, at what age and how can people learn.
How can people learn? (multiple answers can be correct)
by listening to stories of their grandparents
while playing video games
while watching a theater play
through direct experience
through reading books
while at a lecture in school
3.2. Definition of Learning (continued)
As you may have guessed from the previous four quiz questions, learning is a broad term. It is not always bound by time, place, age nor context in which it can occur. While thinking about educational games and serious games, it will be relevant for you to keep in mind the following types of learning:
a) Formal learning: taking place in school, through lectures, usually in the morning or early afternoon. b) Non-formal learning: taking place in a professional setting, through a short term course, usually during or after work. c) Informal learning: not necessarily bound to a specific place, form and time.
4.3. Educational games
Check-in self reflection: what is your experience with educational games? Do they help you cover the state curriculum?
We can define educational games by their purpose, context in which they are usually used, by their content as well as the type of experience they offer: 1. Purpose: educational games teach students knowledge and skills (according to the curriculum). 2. Context of use: educational games are usually used in a formal educational setting (in school). 3. Content: of educational games is usually focused on specific topics, concepts or skills. 4. User Experience: educational games offer fun while also the opportunities to learn skills and knowledge required by the curriculum.
Here are some good examples of games fitting the description above:
Cells in Action - a fun game about the human immune system, covering the state mandated curriculum of Biology. The game is available on Gamifactory together with methodical guidelines for teachers.
Garbage Gobblers - a joyous game about recycling for kids aged between 4 and 10 years old, covering the state mandated curriculum of environmental science. The game is available on Gamifactory together with methodical guidelines for teachers.
Follow me- a card game about hoaxes and disinformation on social media, covering the state mandated curriculum of Civics and Media literacy education. The game is available on Gamifactory together with methodical guidelines for teachers.
4.4. Serious games
Check-in self reflection: have you ever played or seen someone play a game which simulated real life scenarios? What game was it?
We can approach the definition of serious games in the similar fashion as we did with the educational games. What is their purpose? What context are they usually used in? What is their content and what type of user experience do they offer to players? 1. Purpose: serious games simulate real world challenges and situations. Their broader purpose goes beyond just education (activation, changing attitudes, etc.). 2. Context: serious games are used for campaigning, raising awareness about topics, professional training, disaster preparedness, military simulations, etc. 3. Content: depending on the purpose, serious games can simulate real-life scenarios, medical procedures, disaster response scenarios or government decision-making processes. 4. Experience: serious games offer fun while learning new skills, knowledge or gaining practice in decision making in simulated situations outside of the formal education.
Here are some good examples of serious games:
Beecarbonizes - a fun serious game which places you as the coordinator of mankind’s answer to the climate crisis. The game has been used by a Czech NGO to raise awareness about the burning issue of climate change.
Cities Skylines - a city management builder game which places you in a position of a city planner. The game is regularly used by city planning committees to simulate different urban planning interventions.
ARMA III - a first person shooter game where you, together with your team members fight the oposing team in an army combat simulation. The game has been used for instance by the US military for training of their soldiers.
4.5. Difference between Educational and Serious Games
Check-in exercise: from what you have already learnt in this unit, what would you say are the similarities and differences between Educational and Serious games?
Backlund and Hendrix explain the relation and the difference between educational and serious games in the following way: "Educational games are serious games specifically used for education. Serious games are a term with many definitions. More broadly, the term refers to the idea of using games (specifically designed as well as entertainment games) for purposes beyond pure entertainment.”
You can then think of educational games as serious games designed primarily and specifically for the use in class setting by teachers.
What does this mean for you as an educator? --> Educational games have state mandated curriculum as well as class context in mind. These may be the most user friendly games for deployment in your 45-50 minute long class. --> Serious games are full of learning opportunities. However, they were not specifically designed for deployment in class and you may need to invest more time into exploring them and finding out how exactly can you use them to facilitate learning among your students.
4.6. Summary and self-reflection after Unit 4
One of the leading psychologists in Slovakia researching the impact of games on children and young people Michal Božík frequently claims the following: “Every game is educational to a certain extent.”
In this unit we explored: - Where, when and how people learn, - You now know what is the most fitting learning scenario for deployment of educational games as well as serious games, - You also know what is the difference between educational and serious games and how that may influence you in picking the right game for your students.
In context of Michal Božík’s statement, do you think even some mainstream games, not specifically designed for educational purposes, could serve as learning environments?
4.7. Unit 4 Lesson Plan
If you would like to put the knowledge acquired in this unit to practice, you can implement the following lesson plan in your class:
Unit 5: Integrating games into your classroom step by step
Welcome to Unit 5 of the Game based learning module.
These are the contents that await you in the fifth unit: 5.1. Introduction and self-reflection: have you ever used a game in your classroom? 5.2. Step 1: Where to find educational games? 5.3. Step 2: Play the game: learn while having some fun. 5.4. Step 3: Prepare a lesson plan: how do you best incorporate games into your teaching? 5.5. Step 4: Use the game in class: the moment we have all been waiting for. 5.6. Self reflection after Unit 5 5.7. Lesson Plan: apply the knowledge you have acquired in Unit 5 in class!
5.1. Introduction and self-reflection
The following unit will give you a step by step guide for using games in class. After the completion of the unit you will know: - where you can find educational games and games with potential educational value, - why it is important to play the game before you use it in class, - why it is important to study methodical guidelines of your chosen game, - how to create your own lesson plans when the game you picked does not come with methodical guidelines, - what are some examples of lesson plans for game based learning.
Before we start, we would like to encourage you to do a little self-reflection exercise. What are your thoughts regarding the following questions and statements? Are they true? What do you enjoy most about using games in class? And what are your biggest worries in this matter? (you can write down your thoughts somewhere, since we will be coming back to them at the end of the unit):
- Educational games fitting the curriculum are really easy to come by. - I can easily imagine how I would use mainstream games in class. - I prefer using tabletop games and card games in class rather than digital games. - It is very difficult to use games during 45-minute classes. - We have a working wifi in school also available for students to use. - Most of the students in my class own their own smartphone. - We have enough computers and tablets in our school on which students can play games.
5.2. Step 1: Where to find educational games?
Check-in self reflection: when was the last time you have looked for an educational game? Where did you find it?
Let's explore where you can most efficiently find educational games in the video below.
Step 1 Exercise: using the platforms mentioned in the video, try to pick up a game you would like to try using in class.
5.3. Step 2: Play the game (before sharing it with students)
Check-in exercise: you may need to play the game you want to use in class yourself first. Think now when you could find the time to play the game. If you find a slot for this in your schedule, reserve it in your calendar.
You have successfully found a game which you would like to use in class in Step 1. Great job!
If you found and want to use an educational game, step 2 will be straightforward. 1. Download and install the game. 2. Check whether it runs smoothly on your device (be it smartphone, tablet or a computer). 3. Play the game. Experience the gameplay and see what the game is about. What will your students be doing in the game? How long is the game to play?
If you find a mainstream or a serious game and you are not exactly sure whether it can be used for educational purposes, follow these steps: 1. Download and install the game. 2. Check whether it runs smoothly on your device (be it smartphone, tablet or a computer). 3. Play the game and see what it's gameplay is about - what will your students be doing in the game? How long is the game to play? 4. Check and document instances with learning opportunities provided by the game. Document them somewhere as you will be using them while preparing your own lesson plan in the next step!
Step 2 exercise: install and play the game which you have picked in the previous exercise. While playing the game, follow the instructions mentioned above.
5.4. Step 3: Prepare a lesson plan
Check-in exercise: you have now played the game you want to use in class. Think now when you could find the time to create a lesson plan for its use in class. If you find a slot for this in your schedule, reserve it in your calendar.
At this stage you have played the game and you see great learning potential in it. Great!
The last step before deploying the game you have chosen in class, is to create a lesson plan for your 45 - 50 minute class period (or more).
Educational games, such as those available on Gamifactory.eu, usually do have lesson plans available in the methodical guidelines packaged with the game. In these guidelines you can find a number of lesson plan activities which you can use in class. These usually follow the structure below: 1. Installation and launch of the game among students (2-5 minutes) 2. Gameplay (15 - 20 minutes) 3. Follow-up activity (15 - 20 minutes)
If you decided to use a mainstream game you may need to create your own lesson plan. While creating one, you can follow the lesson plan structure below: 1. Installation and launch of the game (2 - 5 minutes) 2. Gameplay (15 - 20 minutes) - if you only picked a specific portion of the game which your students should play in class, let them know how and where they access it. 3. Follow-up activity (15 - 20 minutes) which you can freely create yourself or pick from the following activities often used in game-based learning: --> Class discussion about the game and topics it brought. --> Quiz dedicated to the content and gameplay of the game. --> Mind Map exercise, visualizing scenarios, concepts and decisions your students explored in the game. --> Essay writing exercise touching on the content, themes and main concepts brought by the game.
You may now see that it usually is easier and more efficient to use games specifically designed for educational purposes in class, rather than mainstream games. If you have never tried using games in your class, we strongly recommend testing the game-based learning method with games specifically created for educational purposes.
Step 3 exercise: depending on the game you chose to use in class, explore lesson plan for its deployment either in methodical guidelines packaged with the game. Or alternatively create your own lesson plan using the structure above.
5.5. Step 4: Use the game in class
Check-in self reflection: when you teach, are you used to taking a role of facilitator, letting your students explore the subject matter themselves with your guidance?
By now you have successfully completed steps 1, 2 and 3. Congrats! You are ready to use the game in class! The video below will show you what role should you undertake as a teacher, while using games in class.
Let's take the lesson plan usually deployed with educational games on Gamifactory. What would your role be at each stage of such game-based learning class?
1. Installation and launch of the game - where your role is mostly to be a technical assistant for your students. Since students today are digital natives, they should have no problems at this stage of the class. 2. Gameplay - where your role is to help students with gameplay if they encounter any type of problems. If however you see that your students are having fun and enjoying the learning process, you can remain in a “stan-by mode”, waiting for students to call upon you. Alternatively, you can play the game together with your students. 3. Follow-up activity - here is where you take on a much more active role than in the previous two steps. You will be a facilitator of the follow-up activity after gameplay. It is your role to make sure that your students have achieved the learning outcomes you expected.
Step 4 exercise: Have you noticed a change in the atmosphere and general mood in your class?
5.6. Summary and self-reflection after Unit 5
The current research data suggest that only 7 percent of elementary school students enjoy learning in schools. On the other hand, approximately 91 percent of these same students play games regularly (at least once a week). Using games in class in a way explored in this unit should not only bring you as a teacher closer to how your students like to learn. It should also make the learning more enjoyable for them, which then in turn will bring better academic results.
You are now equipped to bring games to your classes on a regular basis. You can do so while following the steps we explored in this unit: - Find a game fitting your curriculum on major platforms offering wide range of games, - Play a game that you consider fitting your curriculum needs, - Prepare a lesson plan for using the game in class, - Use the game in class, - Enjoy the experience of learning with your students while also having fun playing the game.
If you have any questions or would like to share your experience using games in class, let us know by writing us an email (gamifactory@impactgames.eu) or message us on LinkedIn or Facebook.
To finish the course tell us in 2-3 sentences which game you have chosen and how the implementation went in your class!
5.7. Unit 5 Lesson Plan
If you would like to put the knowledge acquired in this unit to practice, you can implement the following lesson plan in your class:
Further Reading
If you would like to learn more about the topics and methodologies used in this module, you can access further learning material here (freely downloadable in PDF).
This course was developed by Impact Games (SK) and by Predict Consult (RO) in the Erasmus+ project which is called Digital tools for better schools. Should you want a certificate about this course, please reach out to your country's coordinator: Enabler Ltd (HU) on info@motimore.com.
This course was created as part of the Erasmus+ project "Digital Tools for Better Schools" co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.
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This course was created as part of the Erasmus+ project "Digital Tools for Better Schools" co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.