#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?
Hello all! Melissa from Nebraska, 11-12 ELA. Last game: I always play a few rounds of Clash Royale or Wordscapes each day to unwind...can't remember what I played last night! #games4ed
Hello and Happy New Year #games4ed
Michele, 8th grade ela teacher in NY. We are a monopoly family but right now we are playing getting ready for the snow storms
A1 Shameless plug, but if you're looking for ways to help facilitate student game design in the classroom, I am developing https://t.co/j7eWUVxYLN - a site meant to help you do just that! #games4ed
A1-I had some students fighting over the ‘Game of Kingdoms’ card game so I convinced them to create their own version on google draw! Super cool. #games4ed
Nope! I had a great designer from Fiverr who made it. She's actually still helping me revise it. Shoutout to @mrmatera for showing me https://t.co/rzxxysgwgE#games4ed
A1: My Ss have definitely created some memorable games. A student created a Bingo game once to review angles and triangles and brought it in to class. We all played and it was a great way to review for our assessment. It was simple yet engaging and creative #games4ed
A1 We're getting student feedback right now on a game called Knights of the Numeracy Table - elementary math co-op game! Check it out: https://t.co/bkCK5ECgDu#games4ed
Q2: How much structure or boundaries do you give students when designing games? How important are boundaries and structure to design and creativity?
#games4ed
I have come across a few dystopian board games and LARPs but having students create their own original games based on the dystopian books they read #games4ed
Michael recommended it for some voiceover work I needed. A lady did a spot-on impersonation of Scout from To Kill a Mockingbird if she was grown up (needed it for a #BreakoutEDU intro, heh). #games4ed
A student told me today that when she flushes ice cubes down the toilet we have a snow day! Interesting . . . maybe something to try out or a new science experiment #games4ed
A2 Not so much structure, but I recommend these steps:
1. Establish player goal
2. Determine game type
3. Develop key mechanics
4. Create prototype
5. Playtest!
6. Revise prototype
https://t.co/D2waKH01BC#games4ed
Hello All, Tom from San Francisco with 4 years in STEM. Today, a new Magic the Gathering set was released on the digital platforms so that’s where my evening is going. Last board game was a game of Catan on Monday #itgotintense#games4ed#MagicTheGathering
A2: Some boundaries/structure is required When Ss are creating a game in the classroom I give them topics to create their game around but the creativity on what it should look like/the rules four the game should come from them Ss can be more creative than me at times #games4ed
A2: I often wonder if I provide too many supplies. Our last PD sesh, we had to make a tower out of notecards and nothing else...in the end, we got really innovative. Makes me want to try some game jams w/much more limited supplies #games4ed
Q2: How much structure or boundaries do you give students when designing games? How important are boundaries and structure to design and creativity?
#games4ed
I agree that too much stuff can be overwhelming for many. I like the idea of less is more and even putting out a mystery box with one item for Ss to create can lead to innovation #games4ed
A3: When supplies are limited Ss get more creative as they need to come up with a game out of a few items. I like to give them poster board, markers, dice, and one thing they request that they feel they need for their game #games4ed
A2 Good constraints are essential for good design. Mine game constraints include: time (to make and play), rules to play, clear goal, and playable. #games4ed
A1: I bounce back and forth between digital and analog strategies at my school. My students love playing Switch & Glitch. I’m currently working on running a tabletop role playing game version of Beowulf for my English class students this Spring #games4ed
I’ve been trying to take a some ideas from @mrmatera ‘s YouTube channel/book for making products much more open ended. My students are really showing so much more creativity. #games4ed
A3 I'm currently obsessed with dry-erase dice, Meeple figures, plastic sleeves to hold cards, and much more! Here's a dry-erase dice for a Fake News game I made, similar to Balderdash #games4ed
Have you read @jenniferlagarde book on Fake News? I just saw the LifeSpan of a Fact and thinking how to integrate pieces of the book with my students and investigative journalism unit #games4ed
In reply to
@mpilakow, @Mr_JSpike, @jenniferlagarde
A4: Sharing the game with other classes or doing a "Game Day" as a grade level (or even as a school) in which the Ss get to share and let other Ss and staff play their game #games4ed
A4: Create a traveling game day where students send their games to other schools to be played by other students. Students could give feedback and or rate game complexity and engagement. #games4ed
They're the "little people" you see in a lot of games. I bought this 100 pack online for $9 or something. They're great as game pieces, currency, etc. in games! #games4ed
