Gaming in the Classroom

Teachers use gaming in a variety of ways and for a variety of reasons. In this module we will look at the ways that gaming can support students and teachers in the classroom. Perhaps you have seen games be extremely effective in your classroom, and at other times, go terribly wrong. What is it that we, as teachers, need games to have to ensure student gaming brings learning and not just “fun”. More importantly how do we get students on board to learning, and not just playing. Can gaming help us do this?

Outcomes

After completing this module, students will be able to:

  • explain three ways gaming supports students
  • explain three ways gaming supports teachers
  • use evidence to support use of games in their classroom.

Selected Readings

Required

Recommended:

  • None

“To Do” List

Discussion

Barriers in the Classroom

The reading this week discusses different statistics regarding educators and their use of gaming in the classroom. Data is displayed in a myriad of ways, but on page 22 the graphic highlights the barriers teachers face with formative assessment. Which of these barriers do you relate to the most? How can gaming help you overcome this barrier, or in which ways do you feel gaming is responsible for this barrier? Which of the barriers listed are you surprised to find on the list, and why?

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads. Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

 

Project

Part 2: State Standards and Objectives

Please read the Project: Educational Game in the Classroom page for details about this assignment. 

Due Dates

To guide you through the whole process, six parts aligned with the ASSURE model are created. The due date for each part is listed below.

  • Project, Part 2: State Standards and Objectives (Due on the 1st day of Module 10)
  • Project, Part 3: Select Strategies and Resources (Due on the 1st day of Module 11)
  • Project, Part 4: Utilize Resources (Due on the 1st day of Module 14)
  • Project, Part 5: Require Learner Participation (Due on the 1st day of Module 15)
  • Project, Part 6: Evaluate and Revise (Due on the 1st Monday after Module 15)
    You can view the exact due dates on the Course Schedule page.