#games4ed discussions cover ways in which gaming can be used in education. Games mirror the way the human mind was designed to learn. They motivate players to take risks and actions, persevere through failures, set and achieve increasingly difficult goals, and devote attention, time, and effort to acquiring knowledge and skills. All this while the game is tracking the player’s actions and assessing the player’s achievements and skills. Isn’t this what we want from education?
Hi #games4ed! Jim from NJ. HS theatre teacher & researcher. Favorite childhood movie? Too many to pick just one, but for some reason The Muppet Movie comes to mind so let's go with that!
A1: Story-drive games are enhanced interactive graphic novels with music, sound effects, student control and choice that is more engaging to more students than plain text. #games4ed
A1: You could transform the story line into questions. Present the questions in a text message format, and have the questions answered in the same format as the question. #games4ed
A1 Incorporating tablets or nooks into a classroom while incorporating a game, research, or other formative assessment would grab a students attention. They would be able to have fun while learning as well. #games4ed
A1, Not that mine is there yet, but a well-developed game narrative should have a crescendo to conflict, and all the plot twists to conflict resolution. Something for me to think about. #games4ed
Q2: I've observed in my book https://t.co/cH7x5UeCxW a play-debrief/reflect-make approach to games. What are ways to get students to reflect on game experiences? #games4ed
Q2: I've observed in my book https://t.co/4espEsyLsC a play-debrief/reflect-make approach to games. What are ways to get students to reflect on game experiences? #games4ed
A2: Using video, like @Flipgrid lets Ss talk about what went well or not. I bet you get lots more than if you asked them to sit and write about it all. #games4ed
A2: Getting S's to reflect on game experiences is easy because they role-play the main character(s) and feel they are part of the game. The memories are much easier to recall than from reading plain text, esp. for sp ed and ELL S's. #games4ed
A2: Have students write reflections over there gaming experience. A simple reflection from children to answer if the gaming experience was educational is the best feedback to see if it is working. #games4ed
A2 Self assessments, peer evals, and anonymous surveys are all ways to understand if students liked a game/activity. This would also help the instructor know how his students learn best and activities they enjoy. #games4ed
Joining #games4ed - Michele, 8th grade ELA teacher in NY. Games are a text and we can have Ss study the craft of game design in order to be game designers themselves
A2 I love playtest-style questions for student reflections: What grade are you in? Who do you think this game is for? If you kept playing, what do you think would happen next? How would you describe this game to a teacher?What did you want to do that you couldn’t do? #games4ed
My kids like it too. I teach two grade levels and sometimes hide the QR codes around the room. Both grade levels complete the experience when they find it, even when they know it isn't for their class. #games4ed
In reply to
@Rdene915, @MatthewFarber, @OwenNicholasEDU, @MetaverseApp
A2. A simple discussion has been may way of reflecting on game play. The traditional feel of it stands in contrast to game experience & brings students "back" to the classroom. #games4ed
A2, I always learn so much when my Ss reflect on how the class is going. I am thinking having them reflect after a Boss Battle would deepen the learning. Need to add this in. Reflecting after a GBL activity is always a must. #games4ed
Many games are also great for the "I think x will happen when I do y" and then they can *actually* do that. And then go back and try a different option and see how (if) it changes. #games4ed
A3 because you get to explore really awesome places, immerse in them and interact in engaging ways, and then can tell your own story about it too #games4ed
Yes, Ss are always using literacy skills when playing games: making predictions, inferences, intertextual connections, critical thinking, communication #games4ed
My class reflected after boss battle with central questions of what worked, what did you see others do, what would you do differently? The results were great & students continue to talk to me about approaches they are planning for next time. #games4ed
#games4ed A2 I have a lot of formative assessments & some reflection but admit I need more reflection. Upgraded #Flipgrid recently so perhaps start using it as a reflective tool & rather than just assessment or alt presentation
A3: I am working to get mine to that point, but an immersive game can add suspended reality break from what is going on placing the Ss in an immersive learning environment. #games4ed
A3. If we're immersed in the game world well enough, the class has imagined a place that takes them outside the classroom without leaving it. #games4ed
A3: Just like a field trip, good digital games allow S's get to explore and experience rich multi-sensory environments with them in partial control. #games4ed
A4 A way to get Ss more active, perhaps motivated which can lead to engagement, and they can create their own narrative based on experience #games4ed more authentic
A4: I am toying with the idea of having guilds create their own narratives next year as we progress. Idea in its infancy, and trying to envision what it would look like. Each guild is playing their own game? #games4ed
Of course, T's will need a good deal of experience using digital games including teacher's guides and resources. Otherwise for non-gamer T's it will fail. #games4ed
Exactly. "Would screening a Ken Burns documentary for students be considered teaching with educational technology because it was delivered using a DVD player and a projector? Clearly not." Games are new media stories https://t.co/bGqlWsspt4#games4ed
No I haven't but this sounds awesome with short stories and game elements mashed together. I love story based games - and then having Ss write the backstories to the games they play #games4ed
So true, the support and description - maybe even lesson plans is key to helping support teachers who are not sure where to start. Can even have Ss create these user guides #games4ed
As @mres says in Lifelong Kindergarten, we teach reading by having students write. With story-driven games, students can play, reflect, write, code on Scratch and Twine #games4ed
A5: As one example, Sydney's World has a bard who sings limericks to calm his easily-angered mercenary friend. This leads right into lesson we did to write limericks. #games4ed
Agreed. Much like when graphic novels started to make the rounds. You need to become a "gamer" or at least have a relatively deep understanding otherwise (my favorite quote from @MatthewFarber) "chocolate covered broccoli" #games4ed
Well...things are going fantastic. I no longer teach Spanish though. Got a new job working with teachers as an instructional coach....love sharing my passion for #games4ed#gamification#minecraftedu
In reply to
@TeachingFactor, @MatthewFarber, @mpilakow
I have adapted so many game boards and television based games for lessons from Amazing Race, Legends of the Hidden Temple, Monopoly, Snakes & Ladders - every game inspires me #games4ed
A5: Vocabulary Taboo and Pictionary are some easy go-tos. I even like to ad concepts into the games. I once saw "Shoots and Ladders" remade by HS chemistry students for a review. I think we are only limited by our imagination. #games4ed
Q6: NPR’s @anya1anya wrote 'Schoolifying' Minecraft Without Ruining It https://t.co/FUrZcxE2pM How can we use commercial games to teach without robbing all of the fun from the experience?
#games4ed
Well...things are going fantastic. I no longer teach Spanish though. Got a new job working with teachers as an instructional coach....love sharing my passion for #games4ed#gamification#minecraftedu
In reply to
@TeachingFactor, @MatthewFarber, @mpilakow
Q6: NPR’s @anya1anya wrote 'Schoolifying' Minecraft Without Ruining It https://t.co/nU2DGhkVuD How can we use commercial games to teach without robbing all of the fun from the experience? #games4ed
A6: Most important question of all: first let S's actually play the digital games; don't ruin their immersion. Second, don't turn instruction into worksheets! Continue using the game-world that S's both enjoy and understand to drive instruction. #games4ed
I have yet to find the fun taken out of a game played in school. Whether I am taking out the @breakoutEDU or working on a new game of my own invention/adaptation - My Ss are always engaged, excited & learning #games4ed
I have adapted so many game boards and television based games for lessons from Amazing Race, Legends of the Hidden Temple, Monopoly, Snakes & Ladders - every game inspires me #games4ed
A6: Most important question of all: first let S's actually play the digital games; don't ruin their immersion. Second, don't turn instruction into worksheets! Continue using the game-world that S's both enjoy and understand to drive instruction. #games4ed
Agreed - take away any worksheet. @coolcatteacher says that chocolate covered broccoli is still broccoli - authentic #gamification is not using any broccoli or sugar coating. It is thoughtful game based learning experiences & more #games4ed
Jumping in late...
A6: If a game fits content you can play it and tie it in later. We played Mafia before discussing Red Scare and Sacco & Vanzetti. Kids had fun, but also got feelings of paranoia and distrust I wanted them to feel before lesson. #games4ed
Q6: NPR’s @anya1anya wrote 'Schoolifying' Minecraft Without Ruining It https://t.co/FUrZcxE2pM How can we use commercial games to teach without robbing all of the fun from the experience?
#games4ed
You have shared so many amazing resources tonight, I have many tabs open on my computer to read through and favorite your suggestions. Thanks for sharing #games4ed
I have adapted so many game boards and television based games for lessons from Amazing Race, Legends of the Hidden Temple, Monopoly, Snakes & Ladders - every game inspires me #games4ed
However, RPG character sheets were perfect for teaching character & plot development while also providing necessary info for our boss battle. So purposeful worksheets can be integral. #games4ed
In reply to
@TeachingFactor, @MarianaGSerrato, @coolcatteacher
A7: Assess while playing through observations and conversations (whether overheard or while engaging with Ss as they play). Have Ss reflect after playing #games4ed
I think the big picture is to use more games as new media like digital texts, and then games to teach concepts second. Otherwise we are teaching reading with workbooks, good or broccoli. When we want to teach reading, clearly books are better than workbooks. #games4ed
In reply to
@TeachingFactor, @MarianaGSerrato, @coolcatteacher
A7: We expect deeper learning with DGBL. Therefore, assessment should show it has occurred: no multiple choice questions, no fill in the blanks, i.e., bring out the heavy assessment guns that measure higher order skills. #games4ed
A6: One of the reasons I loved #MinecraftEdu was the ability to use the natural game elements to role play the part of language learners - Never taking away from the fun of the game! #langchat#games4ed
I think if you are doing any RPG or LARP, you want to help Ss prepare and in that case, some sort of planning sheet for character development can be beneficial depending on the level of your Ss #games4ed
In reply to
@jimdevivo, @MarianaGSerrato, @coolcatteacher
A7: Choice is key - let the Ss decide the best way to reflect & share their learning whether is is a diary entry for a day in the life of the player, a fan fiction, artist rendition or story board to make predictions where going next #games4ed
A7 We need to get away from assuming games can assess. Seymour Papert told us this years ago with the Children's Machine. Games, like computers, should be played, and students should then make their own experiences and systems #games4ed
Q8 is an important questions especially in our world today. At Games for Change Festival Ss made a game about a refugee's experiences that is thought provoking & great conversation starter, Many of the games highlighted there address empathy, critical thinking, global #games4ed
A8: S's role-play different characters to get different perspectives...when bad things happen to their characters, they really feel them personally. #games4ed
"Now when teachers ask me how and where they can start, I can, thankfully, say: Well, there’s finally a manual. This book is it."—James Paul Gee
NEW! “Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games” https://t.co/4espEshaB4#GBLinAction#games4ed
