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Games take time to learn and design properly

Wasted efforts will be the greatest administrative fear

Involve materials that range from the inexpensive to the costly

Design efforts are often funded via grants which have to be managed

Pedagogical and technical supports might be necessary (additional resources)

Issues of access and the digital divide

An examination is needed as to whether students actually prefer this approach to teaching

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In the German language a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game. For example, people dance, play musical instruments, act in plays, and play with dolls and model trains.

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1. What is a game, really?

In the German language a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game. For example, people dance, play musical instruments, act in plays, and play with dolls and model trains.

This definition people use today comes from the works of Johan Huizinga (Homo Ludens, 1938) and Friedrich Georg Jünger (Die Spiele, 1959). But there are more ways to define games. Manfred Eigen's and Ruthild Winkler's definition for game goes beyond the definition used by Huizinga. They see a game as a natural phenomenon: half necessity and half coincidence ( Das Spiel, 1975). Their definition of games comes closer to Adornos' definition, who set himself apart from Huizinga by identifying games as an art form.

But in our sense these definitions are too wide, we define game more succinctly. Thus, I am writing about games which belong to the class that includes Chess, 9 Man's Morris, Checkers, Halma, Go, Parchisi, Monopoly, Scrabble, Skat, Rummy, Bridge, Memory, Jack Straws, Dominoes, and so on. Unfortunately, our language does not have a good term to call these games. Terms like table games, society games, tournament games are too narrow. In my opinion, the best term would be "rulegames" = "games with rules".

I will now try to find the criteria for defining "game with rules". Kevin Maroney defined game in his Games Journal article, My Entire Waking Life. Scott Kim defined puzzle in his Games Cafe article "What Is a Puzzle?" as separate from a game. Kate Jones writes about less aggressive games in her Games Journal article Non Predatory Games. My definition is a further attempt to explore the nature of games.

2. A game always has components and rules.

In most games, the rules are more significant than the components. But there are games where these roles are reversed: where the components are significant and the rules not very important at all. Usually, these are action games like Looping Louie.

The components are the hardware, the rules are the software. Both define the game. Both can exist independently from each other, but separately are not a game.

Archeology finds ancient game boards and game pieces, but no one knows what rules these ancients used to play their games. We will never know how these games were played.

Components and rules can be combined:

a set of components may be used with different rules.

a set of rules can be used with different components.

Suppose we just had the rules for Halma, but not the board and pieces and had to reconstruct the game.

What should the board look like?

How many spaces should it have?

What shape do the spaces have: square, hexagonal, or round?

How are the spaces laid out?

Are all the spaces the same size or are they of different sizes?

How many pieces are there?

What do the pieces look like? Does a piece take more than one space when played?

The rules are not sufficient to define a game! (Unless the rules have pictures of the components and game situations.)

3. What criteria must a game have?

There are criteria which apply to all games and those that apply to the "games with rules". First, I will describe the criteria that apply to "games with rules".

Game rules

Goal

The course of the game is never the same - chance

Competition

3.1 Game rules

As already discussed, the rules and the components define the game. Everything that is in the rules is part of the game. Everything that is not in the rules does not belong in the game. The rules are the borders and the heart of the game. They only refer to the game and never exist outside of the game. Although the game has rules which are like laws, playing a game is voluntary and cannot be forced on the players. Whoever plays a game, voluntarily binds himself to the rules. Where force is involved, there is no game. All games without rules are not "games with rules".

3.2 Goal

Every game has a goal. Thus, there are two definitions:

The victory condition or requirement.

The strategy needed to win the game.

I would like to make clear the difference between the two definitions with an example. In the game Go, the victory condition is to earn the most points. In order to achieve this, a player must win space. Thus, the strategy, which players use during the game, is to win space. Therefore, I define the game goal as the strategy, which the players work on to win.

There are thousands of games, but only a small number of game goals. That means that most games have the same game goal. At first this seems surprising. But when we look at it closely and see that every has a winner and a loser, the goal of the game must be something measurable, relatively simple to measure, and depicted in a game.

3.3 The course of the game is never the same - chance

This attribute, of all entertainment media, is only found in a game. Someone who reads a book, watches a movie, or listens to music, can repeat the experience at any time, but the course and the content is always the same. You can play a game any number of times, however, and the course will always be different. Also, with each game, the course is unknown and it is uncertain who will win the game. Uncertainty and unknown, that is what make games so exciting and delightful. The reason for this is in the game rules and the chance, which play a larger or smaller role in each game.

Playing is experimenting with chance (Novalis). Chance will be experienced in a game by luck (or bad luck). Games, which are mostly based on chance, offer little development possibilities for a player and are usually boring.

On the other hand, chance makes games unpredictable and interesting, and causes the game's course to develop differently each time. How does chance get into a game:

with a random generator (e.g. dice)

with different start-up situations (e.g. dealing cards)

with incomplete information (e.g. moving at the same time, unknown strategy of your fellow players)

with a very high number of move options

Pure strategy games have some chance elements. If that were not so, the game's course would be too deterministic, and we wouldn't like a game whose result was known at the beginning. In strategy games, chance is shown in the large number of possible moves. Because of the many moves, no player knows the winning strategy, which leads to victory.

All games which have the same course, by definition, do not belong to "games with rules". For example, this would be puzzles, quizlets, and brain teasers, which lose their attraction when they have been solved. Solitaire games which follow a different course each time belongs, for me, to "games with rules". For example the card game Patience. Very interesting and informative in this connection is the Games Cafe article What Is a Puzzle? by Scott Kim.

3.4 Competition

Each game demonstrates competition. Players compete in a game. There are winners and losers. Even in cooperative games or when players work as a team, competition exists. In this case, the players compete against one of the predetermined situations, that means the players play cooperatively against the game system. The same applies to solitaire games (e.g. Patience, Solitaire). A competition needs a system, in which the game results can be compared. The competition and the measurement of the game results are criteria which limit the game and the cause that certain feelings won't be fulfilled throughout the game as in books, movies, and music. For example, love, freedom, harmony, pain, sorrow, etc. The criteria "competition" is also the reason why it is so difficult to develop games which are not aggressive. Please see the Games Journal article Non Predatory Games by Kate Jones.

4. Basic Criteria

For judging what is or is not a game, the basic criteria, which not only apply to "games with rules", but to all games, is as important as the special criteria for "games with rules". Here are the criteria which all games have.

Common experience

Equality

Freedom

Activity

Diving into the world of the game

4.1 Common experience

Games bring people together, regardless of gender, generation, and race. Most games are multi-player games which lead to group experiences, which linger after the game is over. But there are groups of games which are played alone. These are the so-called solitaire games and most computer games.

4.2 Equality

In a game, all players are equal and have the same chance to win. Where else in this does absolute equality exist? I think that is one of the reasons that children love to play games, because in a game with adults, they are equal partners.

4.3 Freedom

Whoever plays a game, does it from his freedom of choice. He is not forced or coerced by anyone to play. Playing games is not work, not commitment, nothing you have to do. Therefore, we can say that playing games means being free. This freedom is basic to all games. Here the embracing game term has its value.

4.4 Playing means being active

Whoever reads a book, watches a movie, or listens to music, consumes or acquires, but does not act. While nowadays most leisure activities seduce people into passivity, the game makes people act. Depending on the game, the following activities may be undertaken:

Spiritual Area

thinking, combining

planning

making decisions

concentrating

training your mind

receiving knowledge

understand the impact of systems

Emotional Area

rules, accepting laws

to learn how to work with others

to learn how to lose

to learn more about yourself and others

to use fantasy and creativity

Motor Area

practice skillfulness

practice reactions

I am sure that games do not fulfill a purpose, but are not useless. Activity is basic to all games. Here again, the embracing game term has its value.

4.5 Diving into the world of the game

Whoever plays, leaves behind reality and dives into the world of the game. These game worlds are comparable to reality. This statement still applies to the big difference between the two worlds. I want to substantiate that the course of reality and the course of the game world will be steered by the same factors:

laws/rules (natural laws and human laws - game rules, which are like laws)

chance

your own doing (within the frame of predetermined laws)

competition (achievement of the best)

course and end are unknown same language and means of expression

Despite these similarities, the game world is not the everyday world and reality is not a game world. Game worlds have a limited space and have a different understanding of time.

A game is only a game, when everything that happens in the game stays within the game world. This is not the case when the outcome influences reality immensely. In this case, the game is reality, for example games of chance (Roulette, Poker, Black Jack) or with professional sports activities (Rugby, Baseball, ice hockey, Cricket, Olympic games, chess championships and so on). With all reality games, the principal of freedom gets lost. With the reality games, you play the game from commitment not freedom. The game results directly effect reality.

Games are entertainment and fun. The players may only take their emotions from the game world into reality. Whoever spends an interesting and fun evening playing games with friends, takes this happy feeling into reality. By crossing this small border between the real world and the game world has the result that during the game one is relaxed and can escape from the real world and then return relaxed and happy.

5. Summary

Games are objects which consist of components and rules and have certain criteria: rules, a goal, always changing course; chance; competition; common experience; equality; freedom; activity; diving into the world of the game; and no impact on reality.

- Wolfgang Kramer

(Translated from the German by Jay Tummelson.)

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In the German language a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game. For example, people dance, play musical instruments, act in plays, and play with dolls and model trains.

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Students learn through the process of playing the game.

Games provide a context for engaging practice.

Through games, students can learn a variety of important skills.

While playing games, students develop a variety of connections with the content and can form positive memories of learning.

Games grab students’ attention and actively engage them.

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Thanks to its partnership with publisher Eye on Education, Education World is pleased to present this blog post by Rebekah Stathakis, author of A Good Start:147 Warm-Up Activities for Spanish Class.
I have always enjoyed playing games. My family regularly plays board games when we get together, I play games with my own children almost every day, and (not surprisingly) I have used a wide variety of games* as instructional tools in my classroom. I have never had a student ask "Why are we playing games?" Instead, students usually ask, "Can we play this again soon?"

Some people may wonder, "Why play games in a class?" I think it is important to articulate the value of game playing for myself, my students, colleagues, parents and others. Over the years, I have come up with my own list of the top five reasons I believe game playing is a powerful instructional tool.
*(By "game," I am referring to learning through play, active engagement and fun).

1. Students learn through the process of playing the game. By playing a game, students may be able to understand a new concept or idea, take on a different perspective, or experiment with different options or variables. For example, in my beginning Spanish classes, I often played a card game the first week of school. The students were in groups of 4-5. Each person read through the directions to the card game; then, the game was played in complete silence. After the first round, one student from each group (typically the "winner") moved to a different group. We typically played three or four rounds.

What my students did not initially know is that each group had received a different set of rules. When a student moved to a new group, he often felt confused and was unsure as to why the other people were playing differently (students usually say "they were playing wrong"). We used this as a starting point to discuss the experience of moving to a new country. Having moved from Spain to Venezuela to the United States, I shared my own experiences of learning new cultural rules and, at times, feeling like others were "playing wrong."

Then, we played the game again, but I allowed all the students to talk. Through discussions, students explained the rules to "newcomers," and the game ran more smoothly (and students reported feeling much more satisfied). At this point, at least someone said, "I get it. You are trying to show us this is why we need to learn another language. So we can all explain the rules to each other."

2. Games provide a context for engaging practice. As a world languages teacher, I know students need a lot of practice to internalize important vocabulary and structures. However, for the practice to be meaningful, students must be engaged (and let's be honest, countless workbook pages or textbook exercises are not always highly engaging!). Through lively games of charades, $25,000 pyramid, or others, my students willingly use the vocabulary and structures, repeatedly gaining much-needed practice.

3. Through games, students can learn a variety of important skills. There are countless skills that students can develop through game playing such as critical thinking skills, creativity, teamwork, and good sportsmanship. For example, with my Spanish students, circumlocution is a very important skill. By playing word guessing games, I have seen my students' ability to use circumlocution improve dramatically. I love to watch my students' creativity during game sessions (we have used Play-doh, drawing, acting and many other activities in our games).

One of my first years as a teacher, a student commented that he loved the verb game we were playing (a variation of "Yahtzee"). I told him I was glad he liked it, but that it wasn't my invention-it was based on a game he might have played at home. He then told me that he had never played games at home and I was the only adult who had ever sat down to play a game with him. At times, I am surprised that students don't logically think through how to play "Guess Who?" Then, I remind myself that this 14-year-old had never played a game with an adult before he came to my class! I see this as an opportunity to teach a wide range of life skills that don't necessarily show up in my curriculum's scope and sequence.

4. While playing games, students develop a variety of connections with the content and can form positive memories of learning. Some of my favorite classroom memories are from game times. I will never forget watching Miguel jump around the classroom to help his peers guess the word "Mono" (monkey). Fortunately, the students won't forget it either (and they all got "mono" right on their assessments). The fun, silly or interesting moments tend to stand out in students' memories, and they latch on to the vocabulary/structures we are studying. A positive emotional connection can facilitate learning. Furthermore, many games feature a variety of different stimuli; some students might remember the vocabulary words from acting them out, others remember reading the clues, and other students remember hearing classmates call out answers. Games can provide a variety of sensory experiences for students.

5. Games grab students' attention and actively engage them. I find that because students really enjoy playing games, it is a good way tofocus their attention and actively immerse them in Spanish. This can be especially useful in a wide variety of ways. For example, after a fire drill students sometimes have trouble settling down and returning to class. A game allows students to quickly engage and transition back to the content we were working on. After hours of state-mandated standardized tests, I find my students are often tired of sitting and full of energy; an energetic game with lots of movement may be just what they need.

Education World®
Copyright © 2013 Education World

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Why Use Games in Your Classroom? | Education World

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Thanks to its partnership with publisher Eye on Education, Education World is pleased to present this blog post by Rebekah Stathakis, author of A Good Start:147 Warm-Up Activities for Spanish Class . I have always enjoyed playing games.

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More Motivation

Controlled Competitiveness

Strategy Simulator

Peer Positivity

Smaller Stress

Mighty Memory

Class Cooperation

Alert Attention

Friendly Fun

New Knowledge

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Written by Victoria (Teach Starter)

"Play is our brain's favourite way of learning" - Diane Ackeman
Make your classroom buzz! Create a free Teach Starter account and download hundreds of time-saving resources. Find out more

Research has shown that there are many benefits for playing daily games in the classroom. When planning lessons, teachers should try to incorporate at least one game a day into one of the key learning areas as either a teaching and learning tool, assessment strategy or classroom motivator.

When playing games, students become more engaged in their learning, taught content is reinforced and class positivity is increased.

In this blog we have outlined ten of the most important benefits students gain from playing games in the classroom. We have also selected some of our most popular Numeracy, Literacy, Technology, History and Fitness games for you to download and use in your own classroom.

10 Benefits to Playing Games in the Classroom

More Motivation

Playing games in the classroom increases overall motivation. By playing games, students become more motivated to learn, pay attention and participate in set tasks. Games help students to become a part of a team as well as take responsibility for their own learning. They can also be a great classroom management tool, helping to motivate a class.

By playing games, students become more motivated to learn, pay attention and participate in set tasks. Games help students to become a part of a team as well as take responsibility for their own learning. They can also be a great classroom management tool, helping to motivate a class.

They can also be a great classroom management tool, helping to motivate a class.

Controlled Competitiveness

Students can become very competitive in the classroom, especially boys. Games are a great way to control the competitiveness between peers. By using games in the classroom, students can compete against each other whilst

Games are a great way to control the competitiveness between peers. By using games in the classroom, students can compete against each other whilst

By using games in the classroom, students can compete against each other whilst playing a game, then support each other during other learning activities.

Strategy Simulator

Most games require problem-solving strategies and planning. By applying a range of strategies in a game, students are able to use their working memory to solve problems, increasing their mental cognition. Stimulating the brain with strategies in a game can be a great brain workout!

By applying a range of strategies in a game, students are able to use their working memory to solve problems, increasing their mental cognition. Stimulating the brain with strategies in a game can be a great brain workout!

Stimulating the brain with strategies in a game can be a great brain workout!

Peer Positivity

Using games in a lesson, as part of teaching and learning, helps to create positivity around the lesson, motivating students with their participation and creating a positive attitude towards learning.

Games can also create a positive memory and experience of learning for students in the classroom.

Smaller Stress

Having to answer questions on a worksheet, or produce a page of text can be quite daunting and stressful for some students. It can also create a negative perception of a students' learning environment.

As an alternative to worksheets, games can be used as a less stressful way for students to demonstrate their knowledge, skill and understanding of a topic. Being less stressed will help students to have a more positive perception of their learning environment and give a true indication of their own learning.

Mighty Memory

Playing a range of content specific games can increase memory. As they play a game, students need to remember important details about a topic but also use their working memory to think and act quickly.

Games that were made by the students can be some of the most effective. As students construct a game they are required to use their memory of specific content to create questions and answers suitable for the game, then use their memory of the topic to play the game.

Class Cooperation

Playing games in the classroom increases class cooperation.

Students need to work together as a team when playing as a whole class against the teacher, or in small team groups when playing games with each other.

Through games students learn how to take turns, build respect, listen to others and play fairly. Classroom games can also be used as a team building exercise.

Alert Attention

Playing games requires students to pay great attention to detail. As games can move quickly, when playing a game, a student needs to be alert and attentive.

This attentiveness when playing a game can help students to stay focused on other tasks in the classroom throughout the day.

Friendly Fun

Playing games in the classroom is always great fun!

When playing a game, endorphin's are produced that stimulate the brain and gives students a feeling of euphoria. This feeling of euphoria creates a great sense of happiness and excitement for students in the classroom, developing a positive learning environment.

New Knowledge

Games are a great tool to use in the classroom to consolidate new knowledge.

After teaching new content to the class, provide students with a game that will consolidate their understanding and make connections with what they already know. Asking students to create their own content specific games can also be a great way to assess students at the end of a unit of work.

Numeracy Games

Literacy Games

Technology Games

History Games

Fitness Games
Make your classroom buzz! Create a free Teach Starter account and download hundreds of time-saving resources. Find out more

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10 Benefits to Playing Games in the Classroom | Teach Starter

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Written by Victoria (Teach Starter) "Play is our brain's favourite way of learning" - Diane Ackeman Make your classroom buzz! Create a free Teach Starter account and download hundreds of time-saving resources. Find out more Research has shown that there are many benefits for playing daily games in the classroom.

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Advantages

the students could be more interested in learning the material

the teacher didn’t need to explain too many materials.

Disadvantages

Students too active and hard to control

Teacher only had a little time to explain further about the topic

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The decision making processes required to play certain games makes the brain work hard. These cognitive exercises can range from simple decisions to the formulation of complex strategies.

. Games can be designed by teachers and other education specialists in a way that balances academic subjects such as history with the strategies, rules and social aspects of playing a game.

these games are typically designed at different ability levels and with the goal of helping the players to retain the information that they learn and apply it to other problem solving situations.

Many of these games are relevant to real life situations and will help children to make informed decisions when doing so matters.

enhances the playing experience and can lead to a depth and scope of game that are not available through other types of learning experiences.

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Educational Games

While playing games is a great leisure activity that people of all ages can enjoy, games can also be used for learning and educational experiences. Some games have been found to improve cognitive functions like memory and reasoning. Other games have the potential to reverse aging related brain function problems such as short term memory loss.

The decision making processes required to play certain games makes the brain work hard. These cognitive exercises can range from simple decisions to the formulation of complex strategies. Children and adults of all ages can benefit from the mental stimulation that game-based learning provides.

Game Based Learning Explained

Game-based learning is a teaching method that allows learners to explore different parts of games as a form of learning. Games can be designed by teachers and other education specialists in a way that balances academic subjects such as history with the strategies, rules and social aspects of playing a game.

As a side-effect of technological growth, game-based learning often generates negative connotations because of its close association with video games, which inevitably raises questions about its consequences. However, these games are typically designed at different ability levels and with the goal of helping the players to retain the information that they learn and apply it to other problem solving situations. Many of these games are relevant to real life situations and will help children to make informed decisions when doing so matters.

Game-based learning can also be done as a collaboration between learners and educators. This type of game creation enhances the playing experience and can lead to a depth and scope of game that are not available through other types of learning experiences.

Motivation and Engagement

Games feel more like a form of entertainment than a method of learning. Because games include rules, definitive objectives, measurable goals and competition, they deliver an interactive experience that promotes a sense of achievement for all of the participants.

Learners are often motivated by hands-on and active learning opportunities. The students are able to work on accomplishing a goal by choosing specific actions. They experience the consequences of the actions, which is one of the ways that a game-based learning experience is similar to real life.

The engagement between learners keeps them coming back to learn even more. The ongoing practices of decision making, planning and learning in a game environment are easy to translate to everyday situations that children will face as they become older.

Immediate Feedback

Learners benefit from the immediate feedback that takes place during game playing. Instead of having to wait days or even weeks for an assignment or test grade, students get instantaneous results about whether or not they made a good decision. They also get to find out the long-term effects of their decision making. One decision at the beginning of a game could have lasting effects throughout play. The rapid feedback helps kids realize when they made a good decision or a bad one.

Educators are able to get rapid feedback by watching how the children engage and react. While playing a game, children also have the freedom to make mistakes without any major consequences of physical or mental harm. They can experiment in a safe environment while playing games. Any mistakes that are made can be discussed in a group setting afterward. This allows students to reflect on what they did and perhaps change their strategy for the next time.

Cognitive Growth

Each time children play the same game, they perform cognitive actions such as recalling the rules, keeping track of hazards and remembering how the sequence of play works. Kids utilize their strategic thinking skills, including using logic to make sound decisions and to plan ahead by making predictions about what might happen next.

Children also develop strong problem solving skills. They will need to think quickly on the spot without being able to hesitate, which is a skill that will serve them throughout their lives. Learners also learn how to think creatively and plan out their moves a few steps ahead. Educational games can result in higher retention rates compared to book learning.

Digital Literacy

Digital literacy is also present in gaming and is an important skill for a lifetime of technology use. The Global Digital Citizen Foundation found that students need to acquire basic skills such as problem solving, developing creativity, analytic thinking and collaboration with others. Other important skills kids must have in the digital age include strong communication skills, ethics and accountability.

Skills Development

Educational games allow kids to practice and develop physical skills such as hand-eye coordination. They can also work on spatial skills and fine motor skills. Interactive games help kids to do this in an integrated learning environment.

Game-based learning allows kids to develop cognitive, social and physical skills simultaneously. This learning enhances essential life skills like cooperation and teamwork. The knowledge and skills acquired through game-based learning are retained longer than information from other learning methods.

Be sure to check out our articles on various educational games you can include in your classroom!

Image by Jan Kosmowski from Pixabay
About the Author: Joe Peters is a freelance writer and an ultimate tech enthusiast from Baltimore. When he is not working his magic as a marketing consultant, this incurable tech junkie enjoys reading about latest apps and gadgets or binge-watching his favorite TV shows. Feel free to reach him on

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While playing games is a great leisure activity that people of all ages can enjoy, games can also be used for learning and educational experiences. Some games have been found to improve cognitive functions like memory and reasoning. Other games have the potential to reverse aging related brain function problems such as short term memory loss.

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Physical Strain

Mental Effects

Wasted Time

Negative Behaviors

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by Chanel AdamsUpdated September 22, 2017

playing video games image by Lisa Turay from Fotolia.com

Educational games played using the Internet, computer or television can help children learn about spelling, math, reading and other subjects. They may also increase students' interest in school. But even though they're helpful, educational games can have disadvantages, affecting students both mentally and physically. It's best to use educational games as a supplement. Reduce time spent playing these games by having children study or play outside.

Physical Strain

It's easy for children to feel addicted to computer and online games, and they will sit in a certain spot for hours on end playing them. This long-term use can result in neck aches, back aches, repetitive strain injuries, eyestrain, headaches, fatigue and mood swings. To avoid these physical symptoms, encourage children to take breaks from the game. Allow them to play the educational game for 30 minutes to an hour, but make sure they stay active as well, by playing outside or on a school sports team.

Mental Effects

Educational games can affect children mentally. For instance, children may want to play until they win or advance in the game. According to studies done at Newman University College in Birmingham, England, this determination can cause low self-esteem or aggressive behavior, especially if children keep losing at the game. Additionally, because these games can become so addicting, overuse can cause social isolation and poor social skills. It's important for your child to interact with the world around him and spend time with his friends and family.

Wasted Time

Educational games can also be a major time-waster, taking away from time that your child could spend studying, being active or participating in social events. Enforce rules with your child about gaming. Let him know that he needs to finish his homework or studying before playing any games, including educational games. Set time limits for playing educational games, to prevent him from wasting time.

Negative Behaviors

If a game requires children to "shoot" at objects or people, it may encourage violence. Your child may want to copy some of these behaviors with friends or family members. Before giving your child an educational game, investigate its content. If something within the game is objectionable, you can either prevent your child from playing it, or talk about the game beforehand. Let your child know that it's only fantasy, and that she shouldn't demonstrate these acts in real life.

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The Disadvantages of Using Games As a Learning Tool

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by Chanel AdamsUpdated September 22, 2017 playing video games image by Lisa Turay from Fotolia.com Educational games played using the Internet, computer or television can help children learn about spelling, math, reading and other subjects. They may also increase students' interest in school.

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Importance of Game Based Learning in Education

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Importance of Game Based Learning in Education

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Game-Based Learning (GBL) can be successfully used to improve both learning and teaching.

The knowledge and skills acquired through game-based learning are retained longer than information from other learning methods.

In order to make learning effective, game-based learning requires games that are well designed and have well implemented learning tasks.

Approach for embedding games and activities in the learning process

The first approach is based on learners designing and creating their own games according to their requirements

the second focuses on teachers, trainers or developers designing educational games from scratch according to learners’ knowledge level

the third one is to integrate commercial prefabricated games into the classroom activities for effective learning.

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The learning approach is a way more global and is gaining pace nowadays. Modern teaching aids are important and most preferred in the technological age. A modern education system uses technology to impart education. The growing usage of digital games and applied sciences into learning environments has affected both the teaching of educators and the learning of students. Game-Based Learning (GBL) can be successfully used to improve both learning and teaching. It simply means including games in your instruction. One of the greatest challenges for educator is with-success teaching giant groups of students, all of whom having totally different personalities, different capabilities and different learning preferences. With high expectations of everything digital, students wish variety of activities, rewards, surprises and humour to stay up their interest in learning. Finding new ways to grab the attention of learners and engaging them in the learning process is one of the main issues nowadays. Learning is not just rote memorization. Students won't be able to gain any information and skills out of dull learning process but they understand the application of skills and knowledge to solve real-life problems with help of effective learning process. The knowledge and skills acquired through game-based learning are retained longer than information from other learning methods. Effective learning process is one in which you are fully involved in what you are doing. In order to make learning effective, game-based learning requires games that are well designed and have well implemented learning tasks. A well-designed educational game could combine the learning objectives of the educational system with the fun, finished product of a commercial game and custom built games. Games designed specifically for the purpose of educating children can motivate self learning and problem-solving skills to a great extent. Game-Based Learning simply means including knowledge matter of subject into games. All types of games are learning processes, be it casual gaming for fun, or something serious. There are three approaches for embedding games and activities into the learning process. The first approach is based on learners designing and creating their own games according to their requirements; the second focuses on teachers, trainers or developers designing educational games from scratch according to learners' knowledge level; and the third one is to integrate commercial prefabricated games into the classroom activities for effective learning. Game-Based Learning plays important role in teaching by making students to collaborate, communicate, interact and work in teams. Strategic games improve the functioning of brain. Gaming creates a dynamic that can inspire learners to develop skills and build an emotional connection to learning and subject matter. Games can be customized to individualize teaching which assist students to become more confident and independent thinkers. One of the key aspects of game-based learning is that each student receives immediate feedback on their performance, with suggestions on how they might improve. Care should be taken while using Game-based learning approach as it can be difficult to align learning objectives with educational model in game dynamics. It must meet the objectives and achieve proper alignment with curriculum.

Game-based learning has shifted focus from learning with lectures and written tasks to learning with games and it has become an indispensable part of modern education. To be a well-integrated member of contemporary society requires more than just the mastery of the basic skills of reading and writing. It allows learners to discover new methods of working towards achieving goals and objectives in an interactive manner. Let's hope that the latest trends of game-based learning will contribute for the betterment of students' learning and to the quality of knowledge and skills they gain. May this type of assessment help to receive better results of the students.
ABOUT THE AUTHOR
Aarti Dadheech, an educationalist serves as an Assistant Professor in the department of Computer Science and Engineering, JIET Group of Institutions, India. She is an evocative researcher in Data Security and Cryptography. She being a Computer Science Engineer (Honours) also holds a Master of Engineering degree in Computer Science from MBM Engineering College, Jodhpur. She is entrusted with a responsible position such as Proctorial Board member of the group.

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The Importance of Game Based Learning in Modern Education | The Knowledge Review

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The learning approach is a way more global and is gaining pace nowadays. Modern teaching aids are important and most preferred in the technological age. A modern education system uses technology to impart education. The growing usage of digital games and applied sciences into learning environments has affected both the teaching of educators and the learning of students.

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3 Examples Of Game-Based Learning: Actual Stories From The Classroom
by Ryan L. Schaaf

There is a difference between gamification and game-based learning.

Game-based learning is, in short, learning through games. Using games in the classroom is an exciting proposition for educators that are interested in placing their pupils in the center of their own learning.

After all, it specifically takes teachers out of their traditional role as the center of the classroom and the source of all classroom knowledge. Whether it teaches new content or reviews previously learned information, game play provides a fun and engaging strategy for educators to incorporate into instructional practices.

Game-based integration strategies vary depending on the educator's philosophy of teaching, the unique abilities of the learners involved, the needs of the instructional program, and available resources. Some new practitioners of game-based learning may have difficulty conceptualizing how games are used during instruction.

As a teacher of teachers, I asked some of my colleagues to share their experiences with incorporating games or gaming platforms into instruction and reflecting upon the outcomes.

Example Of Game-Based Learning #1: Gaming In Government

Rebecca Koza is a 4 th grade educator in The Arts Based School in North Carolina. Her school is committed to active and creative scholarly exploration that engages students, their family/community and all school personnel in the learning experience. Below, Rebecca shares her experiences integrating a game-based Social Studies unit.

"My students are active learners who thrive during experiential learning. I facilitate classroom experiences for students that invigorate and enrich our learning goals. To accomplish this, I utilize arts-integrated lessons, technology infusion, cooperative learning, inquiry-based instruction, and problem-based learning to drive student exploration.

"To meet the needs of all diverse learners, teaching strategies need to be just as varied. To meet the needs of all diverse learners, teaching strategies need to be just as varied. I have integrated digital gaming to serve as skill practice in classroom stations, to assess student learning, to provide hands-on experience of science concepts, and most recently to intertwine authenticity into our U.S. government unit."

Rebecca goes on to describe Gaming through Government as a game-based learning unit. Students were presented with the introduction:

"Your mission shall you choose it is to climb the ranks of a political career. Your ultimate goal is to become president of the United States. In order to be successful in a career in politics, you must be knowledgeable about the organization of the United States government, important documents of the United States Government, and rights and responsibilities of citizens."

Throughout the Gaming though Government, students earned points by playing digital games and answering questions. Students earned points based on scores of digital games and from written reflections that related the digital gaming experience to social studies content. The points were then recorded on their While Playing Guide.

In order to assess learning in multiple modes, students also demonstrated their understanding by completing a that was aligned to the learning goals of each level. By passing levels, students increased their rank from an intern to a state representative, then on to a governor, vice president, and eventually the president. Perception data and achievement both support that the digital game within a gamified learning experience was very effective and fun.

Most importantly, students found the learning experience to be memorable. On an end of year perception survey, a student remarked that Gaming through Government was their favorite social studies concept of the entire school year, "because I loved how you used things that kids love for learning."

To read more about Rebecca's results, please visit here for more detail.

Example Of Game-Based Learning #2: Collaborative Gaming

Charlie Clausner is a 5th grade teacher on the Big Island of Hawaii. He has 20 students in his homeroom and they are absolute technology lovers. "I teach in a public K-12 school at Kau High School and Pahala Elementary. We recently played the online game, Slither.io.

This multiplayer game allows players to compete to build the largest snake. I felt that this end goal would be a great way to build teamwork, ingenuity, and communication in my students. Therefore, we all logged on simultaneously with the sole goal of working together to propel one classmate into the top ten.

This objective was quite different from our normal Math, English, Science, and Social Studies standards. However, my students were up for a brain break challenge."

In the end, Charlie's class was very successful as they worked together using communication and team building skills to catapult TWO students into the top ten.

By leveraging this technological platform, Charlie's students were able to problem-solve and sacrifice in order to complete a shared objective.

Example Of Game-Based Learning #3: Assessing With Kahoot

Over the past decade, Jack has taught in low-income schools in Asia and North America. He used the popular tool Kahoot to create formative assessments or review games.

Kahoot is a quiz game where teachers can write multiple choice questions and Kahoot will track the points of everyone in the class and export the data to a spreadsheet for analysis. Jack states, "I use Kahoot mostly to review instruction that occurred during the week. Students often excitedly enter the classroom and ask, "Do we get to play Kahoot today?" and even request that I text a link for the quiz to their parents, so they can play at home."

Jack also helps his students practice leadership and collaborative skills. "While playing Kahoot in groups, I have students practice being leaders. The group leader must provide the final answer selection for each question. However, he or she must listen to their teammates to give evidence-based advice on which answer is best."

Jack circulates around the learning environment to listen in on their conversations and coaches students on how to have evidence-based discussions. "When I see common misunderstandings, I pause the game and re-teach to eliminate the misunderstanding. Using this routine, I saw a 10% increase in average student scores."

In summary, game-based learning is quite a versatile strategy: three different teachers, three different instructional settings, and three different integration practices. In each situation, there is evidence of student-centered learning, formative assessment, and teacher reflection.

What game-based learning games and strategies have you used before? Please share in the comments.

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3 Examples Of Game-Based Learning: Actual Stories From The Classroom -

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3 Examples Of Game-Based Learning: Actual Stories From The Classroom by Ryan L. Schaaf There is a difference between gamification and game-based learning. Game-based learning is, in short, learning through games. Using games in the classroom is an exciting proposition for educators that are interested in placing their pupils in the center of their own learning.

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Combining engaging game design with learning objectives and curriculum.

Creating a gaming atmosphere that is adapted to all the learners’ ability.

Overcoming the cultural barrier with faculty and parents.

The cost associated with developing a learning game.

Game development requires knowledge and certain proficiencies.

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Read - The Challenges of Game-Based Learning

While more and more institutions, instructors and students are beginning to see the validity of Game Based Learning there remains many challenges to overcome before this type of learning can become widespread.
1) Combining engaging game design with learning objectives and curriculum:
In order to make Game Based Learning educational and useful in the classroom, the game must meet certain learning outcomes. Adapting the games to these multiple outcomes requires various difficulty levels, numerous "quests or challenges" and an array of steps or levels to "win" the game.
2) Creating a gaming atmosphere that is adapted to all the learners' ability:
Undoubtedly in today's classrooms most students will be digital natives born in the era of Internet, cell phones and easily accessible computers. But this still does not apply to all learners nor does it reflect the individual ability and gaming knowledge of each learner. Adapting a game to respond to these differences is difficult.
3) Overcoming the cultural barrier with faculty and parents:
Marketing the idea of Game Based Learning to faculty and especially to parents is not an easy sell. GBL is still stereotyped as gaming or as some parents view it "wasting ones time". The stigma associated with games and play is difficult to overcome in an educational setting where accountability and results are necessary and required.
4) The cost associated with developing a learning game:
Games require time, knowledge, and money to take shape. Some colleges and universities will not have the resources or time available to them to make educational games. The cost of funding a game coupled with the hardware and software needed to create it, can become too costly for institutions to manage.
5) Game development requires knowledge and certain proficiencies:
Creating a game and playing one are two vastly different tasks. The knowledge and abilities needed to create a game that will meet the needs of various learners, engage the students, respond to curriculum, be ready quickly and be cost effective are vast and difficult to come by (Epper, 2012).

Developing the game itself comes with its' own set of challenges but there are also other implementation issues that Game Based Learning faces:

Are computer laboratories available where students can play games?

Are they appropriately configured?

Are they available for the extended hours that game play involves?

Is the right equipment available, such as headphones, speakers, and special consoles?

Is support available for the game, both technically and in terms of game play?

Is gaming integrated into the curriculum or just added on? (Oblinger, 2006)

Lastly the challenges for Game Based Learning are not solely in financial, infrastructure or design capabilities but there are also the technical challenge that are faced by the teachers and instructors implementing and monitoring the gaming : The faculty working with the game will need time to develop, implement, evaluate, guide and analyze what and how the students are learning (Van Eck, 2006). This type of evaluation will require the faculty to be trained to understand how the game works, its' alignment with curricula and how the game can help them in their teachers. Getting everyone "on board" is key to engaging the students and making the game successful.
Bibliography
Epper, R. M. (2012, August 12). Game-Bed Learning: Developing and Institutional Strategy. Educause, pp. 1-3.

Oblinger, D. G. (2006, January 1). Games and Learning: Digital games have the potential to bring play back to the learning experience. Educause Quartely, pp. 1-3.

Van Eck, R. (2006, March/April 1). Digital Game-Based Learning: It's not just the digital natives that are restless. EDUCAUSE Review, vol. 41, no. 2, pp. 16-30.

Watch - The Challenge of Implementing Games in the Classroom

Comment - Answer the Questions

Please comment below on the following questions:

1. If you have tried a Game Based Learning tool before, what are some challenges you have encountered?

2. In the future, do you see institutions overcoming these challenges and incorporating more Game Based Learning in their classes?

3. As an educator, would you feel comfortable using Game Based Learning as a tool in your classroom? What would you consider might be the #1 challenge with this?

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While more and more institutions, instructors and students are beginning to see the validity of Game Based Learning there remains many challenges to overcome before this type of learning can become widespread. 1) Combining engaging game design with learning objectives and curriculum: In order to make Game Based Learning educational and useful in the classroom, the game must meet certain learning outcomes.