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Imagine a learning experience that transcends traditional methods, captivating students while fostering critical thinking, collaboration and problem-solving skills. The engaging and intrinsically motivating element of video games has caught the attention of educators and is making its way into the classrooms.
You’re not going to want to miss out. Welcome to Week 7: Game-Based Learning!
Research is showing that video games are not only insanely fun, they are also an effective way to learn! To learn more about this topic, take a look at our site:
https://sites.google.com/hcschool.ca/522gamebasedlearning?usp=sharing
Please feel free to browse the site at your own pace for the week. Although we’d love to break it up and give you tasks to complete throughout, we also know how demanding our lives are and appreciate your insights and feedback at any time.
Try some games out and let us know what you like and what you might not enjoy as much. Answer some discussion questions on the Padlets available on the site and be sure to also respond to the thread on this page!
Further Discussion Questions:
- What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
- Can you share examples of successful game-based learning experiences you’ve encountered or heard about?
- What games do you remember playing at school as a young student? Were they effective?
- How can educators assess and measure the effectiveness of game-based learning in terms of student outcomes?
- If you had the opportunity to give every one of your students a VR headset and “take them on a trip” anywhere in the world to enrich their learning experience, where are you headed and why?
Have fun and enjoy the week!
Carlo & Nik
Hello Nik and Carlo
I really enjoyed going through your OER and revisiting classic games as well as exploring new ones. When it comes to implementing games based learning I think some of the obstacles I have seen is apprehension stemming from unfamiliarity and uncertainty among educators regarding their role and the concept of gaming. For teachers who are more comfortable with traditional methods who may lack familiarity with gaming or game-based learning, there’s a fear that they won’t be able to effectively leverage games for educational purposes without a solid foundation themselves, potentially hindering their ability to support students. This uncertainty may also lead to teachers questioning their role in the classroom, as game-based learning could alter the classroom structure.
Hey Meagan,
I’m glad you enjoyed the OER and the games! I agree that game-based learning can be a powerful and engaging way to enhance students’ learning outcomes and I also understand the challenges and concerns that some educators face when using this approach. It can be tough to try something new, especially when it involves technology and a different style of teaching. That’s why I really think it’s important to provide teachers with training, support and resources to help them. I think that the benefits can outweigh potential drawbacks, such as technical issues, time constraints and classroom management difficulties. IN the end, game-based learning does not have to replace current ones, but instead complement and supplement them. I always try to encourage teachers around me to explore game-based learning and see how it can fit their teaching styles and help their lessons improve but I totally get not everyone jumping into the deep end as well. Thanks for commenting!
I remember playing a lot of different computer games in elementary school – not so much in high school. I enjoyed looking at some of the resources you shared for high school education as it is outside of my teaching scope.
As a teacher, one of my favourite game-based learning experiences was actually a technology-free stock market simulation game at an overnight camping experience with grade 8 students. Students dressed up in costumes and became stock brokers and investors. Teachers helped students navigate the “trading floor” and then at the end of each session released the “earning reports” and price changes of each stock. It was entertaining to watch the reactions of students who made it rich or lost it all and even more telling to see how they navigated the next trading sessions. This immersive game taught students the principles of supply and demand, incorporated numeracy, and gave an entry level viewpoint into stock markets and trading.
There are a variety of benefits to game-based learning with technology, but to realize them, classrooms and schools need to overcome some challenges. The following are barriers I have experienced, or anticipate experiencing:
Resources:
At one of my schools, K-5, we have 98 students and almost a 1:1 Chromebook to student ratio. Down the road, at my 6-8 middle school, we have 590 students and only about 200 Chromebooks. Using technology to facilitate game-based learning will be at the mercy of the resources available.
Assessment:
Trying to design an effective assessment in 2024 is challenging as teaching tools and curriculums are constantly updating. Traditional assessment methods may not capture the learning being done during gameplay. Educators are already re-thinking the way they are assessing, but this step is time consuming.
Training/Development/Engagement:
Educators working with game-based learning will need to understand the outcomes in order to be selective with the tools they use to maximize the opportunities. How do you select an appropriate game, connect it to the curriculum, and measure the outcomes? How do you keep students interested after using these tools 2-3 times?
Hi Andrew – Thanks for sharing the stock market simulation story! I hope the students that “made it rich” didn’t develop any gambling addictions 🙂
I’m glad you brought up the barriers to game-based learning. I’m sure this is something that many educators anticipate considering the unorthodox nature of bringing video games into the classroom. I didn’t really consider the assessment aspect until you mentioned it. When I picture myself using game-based learning in practice, I imagine using it as a tool to promote success within the already established assessment methods. But changing the assessment method might be necessary also. As mentioned in our site, one of the neat aspects to video game-based learning is that the student, in a sense, is assessing themselves and having to make “corrections” in real time.
Thanks for the reponse!
Hello Carlo and Nik,
I want to start by saying I liked your approach for this presentation. It wasn’t just information on GBL, but you took the audience through a sort of game structure with levels, eye-catching visuals, and some interactivity with videos, message boards, and Google Docs. As a side note, I noticed the Google Doc on Level 1 currently has restricted access. You can change it over to public or allow all with the link to view it, and it should allow it then.
I want to begin posting by answering this question for myself:
“What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?”
From my experience, especially when I was starting out in gamification, one of the biggest challenges was classroom management. As the game becomes fun, it can get exciting, and the more exciting it gets, sometimes the more active some students can get, especially those in the lower grades. One way I have overcome this is with clear rules beforehand by giving clear goals for the game so students know what they are supposed to do and so they can hopefully win. Even telling them that some classroom rules still apply in the game greatly helps.
Thanks, Daniel!
We appreciate your kind words and feedback. I’m happy to hear that you liked the presentation and found it engaging and informative. I appreciate you pointing out the issue with the Google Doc on Level 1 as well. I have fixed it now and it should be accessible to everyone, sorry for the inconvenience!
I enjoyed reading your answer to the question about the challenges and solutions of game-based learning. I agree that classroom management can be tricky when using games, especially with younger students who may get too excited or distracted. I think you have a great strategy of setting clear rules and goals for the game and reminding students of the expectations. I also find that using a timer or some sort of countdown can help keep students on track and focused. Another challenge that I have faced with game-based learning is finding or creating games that are aligned with the curriculum and the learning objectives. Sometimes it can be hard to find games that are suitable for the content and age range. And we all know that it can be time consuming or difficult to create games from scratch or modify existing ones. I have used Kahoot and Quizizz to create or find games that are already relevant and fun for my students, it’s tricky. I have also collaborated with other teachers and shared games and ideas with them. This way, I can save time and also learn from others’ experiences and feedback.
Thanks again and great points, Daniel!
Carlo and Nik,
This was an amazing OER. I enjoyed the layout the most! The way it was laid out was a great way to showcase resources for the different levels.
Question chosen:
Can you share examples of successful game-based learning experiences you’ve encountered or heard about?
The one that comes into mind is Kahoot. Although I’m sure it is on everyone’s mind but I found it an effective way to teach. It is engaging and at most, simple to use. I remember using this as my socials study review quizzes when I taught that socials. I also sent the quizzes home for the students to use for studying.
Again, great OER!
Cheers,
Jeremiah
Hey Jeremiah,
Really appreciate the feedback! Absolutely agree, I find Kahoot a great way to review and make things a little more vibrant in the class. My students love the competition aspects of the application and a lot of the time you can find ones already completed for you to use, skipping over a lot of the prep work to implement the GBL. Really glad to hear that you enjoyed the layout and thanks again for the feedback.
Cheers,
Carlo
Hi Carlo & Nik,
Thank you for sharing your insights into gaming.
My chosen question: If you had the opportunity to give every one of your students a VR headset and “take them on a trip” anywhere in the world to enrich their learning experience, where are you headed and why?
As a music teacher, there are dozens of places I would love to check out. Here are some of my top ones. First and foremost, definitely a performance by a symphony orchestra. I would love to see my students become truly engaged in their surroundings and have the music and music making process completely engulf them. It would be neat to see them get up close and personal with the instruments and the music making process as a whole. Yeah, it can be watched on a screen, but VR puts the student right there. For my older students, I would want them to experience the makings of what goes into a major music performance. I want to see them put into the backstage area, seeing just what all goes into it, being able to see the instruments, watch the performers get ready, see what all entails the experience that lies ahead. And then, through the use of VR, getting the best seats in the house to experience the performance. Could be a rock concert or any other genre. Whatever it takes for my students to appreciate music.
Thanks for the response!
I agree a “live” performance would be a meaningful experience for music students. Being a frequent audience member of the Vancouver Symphony Orchestra, I understand the difference between watching a performance on TV and actually being there in person. Having a more direct interaction with an experiences of any kind makes it both more engaging and personal. The VR Mars experience was in Vancouver recently and friends of mine described it as surreal experience; much different than simply looking at pictures on a computer.
Hi Carlo and Nik!
First of all, I like the layout of your OER. I thought it was smart to name the different sections as levels to reflect the progression in difficulty and or the grade levels you featured. In terms of the discussion questions you’ve offered the class, I’ve chosen the one below.
What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
I want to approach this question from the perspective of training in a corporate setting. I can see the value of game-based learning but there are a few challenges implementing game based learning as listed below.
1. Reliance on traditional delivery methods: In my experience, a lecture style delivery is still much preferred by lots of trainers. Resistance with implementing game-based learning stem from the idea that it is too “mickey mousey” or that games can come across as child’s play. I work in the aviation industry, and it is a safety critical environment and the use of games in training should be justified to help learners to learn skills needed for operations. I think game-based learning has a role in corporate training in terms of capitalizing on its possibility to improve critical thinking skills and the ability to take in a lot of information at the same time and come up with a decision in dynamic environments like in aviation.
2. Resources to plan out game based learning: Some companies do not have the infrastructure to implement immersive experiences like VR. Moreover, for niche markets like aviation, the development of game-based learning in conjunction with simulation will cost the company A LOT of money. Upper management must be convinced of its return of investment in order for them to push this through training departments.
3. Course planning: The desire to implement new educational trends in a corporate setting is harder compared to trying it out in a classroom setting. A classroom teacher can make more agile decisions regarding the way they teach their content since they are the ones in charge of a class. In a corporate setting, instructional designers have to talk to multiple stakeholders while making courseware. Instructional designers have to take into account the comfort level of trainers since they’re not the ones actually delivering the content in the classroom.
4. Appetite for experimentation: Classroom teachers are more open with trying out new methods of delivery content and generally they’re also more in touch with the latest trends through professional development programs or just from researching by themselves. In some companies, they offer more standardized approaches to delivering content. These standardized approaches do not usually allow for much variety in delivery.
Much of the challenges I’ve outlined require bigger change management and paradigm shifts. That can be done through years of strategic planning and implementation from management.
Hi Bianca – I appreciate the response!
I had not considered the use of GBL in a corporate setting, so it’s interesting to hear thoughts from someone with experience in that realm. As you mentioned, using games in corporate training can appear unprofessional. I would imagine that game-like resources could be used, just under the guise of “simulations” or some other term that sounds a little more appropriate.
It’s certainly true that classroom teachers have more freedom for incorporating things like this into the workspace. For example, I used one of the games that I discovered researching for this assignment earlier this week!
Hi Nik & Carlo.
Really love your OER. I’m not even much of a gamer myself, but anytime I’ve infused my lessons or units, or just student existence in my classroom I see more engagement, better behaviours and ultimately more learning. I’m a huge fan and totally convinced that game-based learning is a crucial frame to build meaningful and contextualized learning opportunities. I loved Kris Alexander’s TED Talk. Thank you for sharing that!
Kudos to Carlo on that trailer too. That was pretty epic. I would love to know how you found all those clips.
I think overall you guys did a great job capturing the state of game-based learning from the perspective of what is currently available, and highlighted nicely where it could go and the technical and labour limitations for actually getting there. I think with AI and automation, game creation and programming will be streamlined and I think that the production costs of creating games could drop, which would lend itself better to the creation of more educational oriented games.
One thing I really wanted more of is what sort of ventures you think would be viable businesses. Is the opportunity to start designing original games? Is it in providing a service on how to implement games in learning environments. Who is spending money on learning games? Who are the market leaders for learning games?
Anyways just a few questions that I wonder. Again, great job on provided an overview of the gaming market and how game-based learning is impacting and affecting education.
Thanks!
Hey Bradley,
Thank you for your positive feedback, we appreciate it! I’m glad that you enjoyed our OER and found it useful. We are obviously also big fans of game-based learning and its potential for education. Thanks for the trailer shoutout! Ok, this really astonished me when I found, so hopefully it helps you too! I work a lot with film and editing software and have done trailers and such for a long time. Finding the perfect copyright free clips can be difficult until I found that Canva has everything! Check it out. Just search Canva video clips for anything you need, add them to your workbook and then export and cut them on an editing software. It’s really useful!
As for the viable business opportunities in game-based learning, I think that there are many possibilities. Designing original games that are created for educational purposes, with curriculum alignment, learning objectives, assessment and feedback can be sold to schools or individual learners who want to enhance their learning experience and outcomes. I would love to one day create a game myself that would potentially be useful for students to play and for teachers to use.
According to some quick market research, the game-based learning market size was valued at around 11 billion in 2021 and is projected to reach 53 billion by 2030 (alliedmarketresearch.com). The major factors driving the market growth is the increase of digital learning solutions and rising demand for content digitalization. I can only imagine the near future of a massive game-based boom that will include much more VR types of gameplay. Have you tried the new Apple Vision Pro? I colleague from my work actually purchased one and it is unbelievable. Soon, immersive game-based and educational “trips” will be a norm and it will revolutionize education once again. Just a matter of schools financially finding ways to purchase the tools…
Thanks for messaging, very much appreciated!
Carlo
Hi Nik & Carlo,
I thoroughly enjoyed going through your site! It had a great flow, connected with good memories of past games and GBL, and was inspirational to a teacher considering incorporating GBL.
From my posts on the site:
Share an example of Game-Based Learning that you remember as a young student in elementary school. Did anything stand out to you when you were a child that made it easier to grasp a certain concept? You can also add this to the comment section of our assignment.
In elementary school I LOVED to play the animal survival game – maybe some of you remember. This is an outdoor simulation that combines tag, strategy, and learning about predator/prey/disease/supply chain. What a fantastically fun way to learn about the natural world!
What are your hopes for the future of game-based learning? Are you someone who looks forward to the possibilities of AI, VR and AR in a school setting? What would your ideal virtual field trip be if anything was possible to re-create in your classroom? You can also add this to the comment section of our assignment.
I am very optimistic about the GBL future experience! As a humanities teacher, it’s the experiential learning opportunities that excite me. To see and experience locations, events, and times makes learning and interpreting so rich that I see VR and AR as incredible possibilities.
Personally, my ideal virtual field trip includes a walk-through of an architectural wonder that is diminished when learned about through words on a page. Versailles? The Pyramids?
What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
A couple things come to mind. First, teacher skills and confidence. For many educators, it is a BIG STEP to incorporate game-based learning into the classroom, and knowing where to start and how to implement is a big challenge. I think there are solutions increasingly available to teachers as games, resources, tutorials, YouTube videos and more are easily accessible. It is then a matter of having the confidence to try and be willing to fail and adapt. Second, management can be a challenge as Daniel already mentioned. As the fun increases, so does the engagement, and so too do behaviors that require tempering and management. Classroom management issues, however, are certainly not new and the bane of many. Before diving into GBL, teachers need to invest in their own classroom structures and expectations – be the adults in the room.
Thank you for the post, Steve!
Of course I remember the animal survival game, well that is I did as soon as you mentioned it! A lot of those games gave me so much excitement just to go to the computer lab, isn’t it wild that today we have those games in the palm of our hands? I only hope that, like you, educators see GBL as a very optimistic venture and tool in education! I completely agree with you and would love to show my students the Egyptian pyramids, can you imagine? Or a walk on the surface of Mars. Truly, so many possibilities!
However, I also agree with your last point in that educators still feel apprehensive to supplement or change their plans in order to implement game-based learning. I know that classroom management can also become an issue which is why some teachers don’t even want to bother. There has to be a complete school buy-in and a mind shift from the students to understand that while there may be competitive aspects of the games, it still is meant to be a tool to use for learning. Perhaps, much like sports, awards or badges can be won for best gamesmanship or most improved or patient student. Definitely something to look into and experiment with but not something to force it to stop.
Thanks again, Steve!
Carlo
Hi Nik and Carlo, thank you very much for this OER. It is thoughtful, well constructed and organized. I appreciate the different resources of game learning you’ve provided for different age-groups of students. I think your OER can be a great resource for many educators who might be interested in using games in their classrooms.
The question I wanted to answer was “What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?” I do see some challenges educators might face when implementing game-based learning, in addition to what has already been shared by our classmates. One is that I don’t think many educators are familiar with game-based learning principles. Even with the best intentions of implementing games into the curriculum, they may not always know how to do so effectively. A way to overcome this would be for schools to be supportive of teacher’s innovatives approaches in their pedagogy, and provide resources such as workshops, training sessions and other PD opportunities to enhance their knowledge. Another concern is assessment. At one point I thought, if gamification can be introduced into education, essentially we can eliminate assessments. Much like video games, students must pass their current level in order to advance to the next one, meaning they must have mastered what they learnt in order to advance. However, I am not sure how practical or realistic this is for every students in every subjects. In the meantime, traditional assessments may no longer apply. I think a way to overcome this would be to implement more ways to assess students, or a combination of both traditional assessment methods and advancement in games. This might support students with different learning preferences to succeed while incorporating more games into learning.
Hey Jennie,
Thanks for your post! I appreciate your interest and enthusiasm for game-based learning and also for the challenges and opportunities it presents for educators. You raised some important points about the need for educators to be familiar with game-based learning principles and how to apply them in their teaching. I agree that schools should provide more support and resources for teachers who want to adopt game-based learning in their classrooms. It is something that districts and schools must look into in the next 5 years as it will only grow in popularity as technology continues to improve.
You also mentioned the challenge of assessment in game-based learning. I think this is a complex issue that requires a little more research and innovation. I agree that gamification can potentially reduce the need for traditional assessments, as games can provide immediate and meaningful feedback to learners and teachers. However, I also think that games cannot replace all forms of assessment, especially those that require more depth, reflection or transfer of learning. I really think a balanced and blended approach is needed, where game-based assessments are complemented by other types of assessments such as portfolios, projects, etc. Do you think that a blended mode of teaching is a possibility?
Thank you again for your post and I hope you found our site informative.
Cheers,
Carlo
Great presentation! I actually gave some of links of the games to my sister for her kids. Thanks for that.
What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
– I have seen first hand the resistance (at least in professional contexts) how some people think that games cannot be used for learning. Some people definitely do not see the benefit of having games within the classroom. I know that when I have experienced games within the classroom, I usually remember the games and experiences for years.
Can you share examples of successful game-based learning experiences you’ve encountered or heard about?
– The is a process that is followed for dealing with training failures within my work. The process can de complicated to understand because it very between training facilities and sometimes courses. The game was people rolling dice and going through the academic review process as if they were students. The students would roll the dice to see if they passed the test. If they fail, they roll the dice again to see if they will remain training or not. The individuals can see how students move through the process. I found that this game made a complex flowchart process so much easier. I definitely want to use it in the future.
How can educators assess and measure the effectiveness of game-based learning in terms of student outcomes?
I think there are many benefits within the games. The most obvious being if the students grasped the content. This can be easily seen if the students start to understand the learning. However, the game can also help students with their confidence and participation, teamwork and cooperation. I think that the teacher can also see the benefits of these other factors within how students interact with each other and how they start to approach their assignments in general.
Great presentation this week,
Sam
Hi Sam,
Thank you for your kind words and appreciation and thanks for posting! I’m happy that you liked our presentation and found it useful for your sister’s kids, that’s so great to hear!
You have shared some insightful answers to the questions we posed. I agree that game-based learning can face some resistance from educators, as I’ve said in previous responses, as they may not see the value of games in education. However, I also believe that game-based learning can offer many benefits for educators and students such as increased engagement, motivation, retention and transfer of learning. I really think that one way to overcome this “resistance” is to show evidence and examples of how game-based learning can enhance learning experiences, as well as address the challenges and misconceptions that some people may have about games.
I love the examples of game-based learning experiences that you have encountered or heard about! The dice game you described sounds like a fun and effective way to teach and learn a complex concept. It sounds like the game helped them visualize and understand the flowchart process better, as well as to experience the emotions and decisions of the students.
You also discussed how educators can assess game-based learning in terms of student outcomes. I think that educators can use a variety of methods and tools to assess and measure these outcomes such as quizzes, surveys, interviews, portfolios, etc. I also think that a blended approach to it can be beneficial and some traditional assessment and projects can still be used with the game-based style.
Thank you again for your participation and I hope that your sister and the kids kind some things interesting!
Carlo
Hello Carlo and Nik,
Thank you for an engaging and interesting week.
What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
Aligning games with course objectives – The games selected for educational purposes needs to help address the course objectives. There may be little or no benefit to implementing random games simply because they are engaging and fun for the students. This challenge may be overcome by various ways including making connections between the game and real-world applications. Also, games may help students increase awareness about a subject matter that is relevant in a particular course.
Ability to assess learning outcomes – How can student progress be assessed when games are used in the learning process? Digital game-based learning tools may involve quests or missions that students need to complete to progress. These quests offer interactive assessments by evaluating students’ ability to apply knowledge, decision-making, and problem-solving skills within the game.
Excess screen time – Game-based e-learning tools involve screen time. There have been many concerns raised about excess screen time for children and if the classroom involves game-based learning then the concern with screen time increases for these children. One potential solution to this problem is to ensure a balanced teaching and learning approach. Incorporating some screen-based games into the classroom mixed with off-screen games can help provide variety and avoid an excess of one approach.
Thanks for the reply!
There are certainly a lot of challenges that come to mind when thinking about incorporating GBL into the classroom. For your first point about aligning games with objectives, I think it is important how you frame the learning exercise. It’s not enough to find a game that has elements related to the learning objectives. As you mentioned, the connections that students should be forming need to be prompted somehow, whether using class discussions, worksheets to complete while playing the game, etc.
The assessment aspect is interesting. As mentioned in our site, GBL provides a type of formative assessment where students are “tricked” into assessing themselves and correcting their misunderstandings accordingly. I think pairing traditional assessments might be a way to ensure that these types of games are providing the learning that is expected. Whether it be a follow-up quiz or a reflection activity, anything for the teacher to assess how effective the educational game was.
Hey Nik and Carlo,
Great job with your OER! The structure is well organized and easy to engage with. I may have played Motion Mapper for an embarrassingly long time….
My Discussion Question: What challenges might educators face when implementing game-based learning in the classroom, and how can these be overcome?
As others have mentioned, a huge barrier to widespread implementation of GBL is the financial burden of hardware and software. If only teachers had computers or PlayStations readily available they could go so much further, even with only the games and resources that exist today. Tons of lesson resources already exist for using commercial digital games in teaching – my group in ETEC 510 assembled them here – https://thegamestheyplay.notion.site/The-Games-They-Play-c17c2d2bda914ba3ba4f478618c80390. I notice most of the large commercial games you have listed as “Out-Of-Class Games”, which is fair due to the financial burden I just mentioned. I hope in the future as more in-school devices per student become available these “Out-Of-Class Games” may slowly transition to “In-Class Games”. In a perfect world, it would only take a few cases per district to successfully engage students with game based learning and inspire a budget increase in this direction!
Hi Nik And Carlo,
Thanks, this was a really fun and informative OER to read through.
I ‘d like to give my input on the following questions you offered:
Can you share examples of successful game-based learning experiences you’ve encountered or heard about?
This is a much lower tech example, but a friend of mine in Thailand runs an after-school games academy club. Her office is filled with 100s of boardgames. Parents send their kids there because they learn strategy, social engagement, being ‘a good sport’ and a sense of belonging. I think it’s a great idea! Personally, I grew up in a typical British family myself and the game culture was very prevalent, from Charades, to Trivia, Scrabble, Boggle, Pictionary, Chess and more. I do think so much interactive learning took place during those times.
How can educators assess and measure the effectiveness of game-based learning in terms of student outcomes?
This is a great question and there are so many ways. I think if we are talking about group games an element of peer review -or- better yet a game that can only be ‘won’ through cooperation would demonstrate that skill. Of course, one of the most important skills we learn from games is not only how to win but also how to lose (gracefully) so we are invited back to play more games. Life is a series of games; we want to be invited back to play in order to have long term success. Lastly, and I am thinking about young children, but some of the best learning games are the ones they invent. I am strong believe in children having time to free-play and use their imaginations cooperatively. Educators can be creative in fostering all of the above skills through game based learning. The measure of success should become evident in their demonstrated behaviours and ability to both create, follow and maybe even when warranted, break rules.
If you had the opportunity to give every one of your students a VR headset and “take them on a trip” anywhere in the world to enrich their learning experience, where are you headed and why?
I think it is important for young people to keep our typical difficulties in developed economies in context. I would choose to take them to any number of places where average people are actually living a difficult life, struggling day to day to get by. One of my favourite ‘series’ I found that I showed my daughters is called “World’s Most Dangerous Ways To School” – I highly recommend it. I would Context is everything, when you see the treacherous journeys that some children endure to get to school (often just so they can get a free meal at school), it is an educational journey. I would love to see this series in VR ! And I would love to share that with students.
Thank you!