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Digital games help students learn in the classroom

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Puzzle Preview

Welcome to our Wheel of Fortune Puzzle Generator! Whether you're looking to make a card, a nameplate, a poster for your wall, or a graphic for social media, our generator can help you create a customized Wheel of Fortune image.

How to Use the Wheel of Fortune Puzzle Generator

1. Enter the category or hint. Type in a category or a hidden message to be shown at the bottom of your image, where the show title is displayed on Game of Fortune.

2. Enter your phrase into the four boxes. Our tool has four lines for you to enter your phrase, which correspond to the four lines on the Wheel of Fortune board. You can put a separate word on each line, or you can combine multiple words on a single line. Just remember to substitute underscores for individual letters if you'd like to insert a blank tile into a word.

3. Click 'generate'. Once you've entered your board text, click 'generate' and the preview image will be updated to reflect your inputs.

4. If you'd like to view your background options, click the 'change background button'. We have two images of the Wheel of Fortune board available. Click the 'change background' button to toggle between these two images and decide which you prefer.

5. Click the green 'view' button to go to a separate page. On this page, you can download your creation.

6. If you'd like to restart at any time, click the 'clear' button. The 'clear' button will wipe your inputs from the board and allow you to start fresh.

The History of Wheel of Fortune

1973

Wheel of Fortune is one of the longest-running TV shows on the air, so perhaps it's no surprise it's gone through many different iterations over the years. Originally titled Shopper's Bazaar,the first Wheel of Fortune pilot came out in 1973 and was targeted mainly towards women. As the name suggests, Shopper's Bazaar put more focus on shopping than later versions of the game. Contestants solved word puzzles, their success on which, alongside the spin of a vertical wheel, determined what prizes they won. Chuck Woolery became host of Shopper's Bazaar. He stayed in the role for a year before the game was restructured into Wheel of Fortune in 1974, and he left.

1974

The new iteration of Wheel of Fortune brought it closer to its modern self, but in many ways it was still a developing TV show. The classic horizontal Fortune wheel, which contestants spun, was introduced to the game in 1974, and the puzzle game board was increased to its current size. This board was originally intended to be mechanically operated, with automatic tile-flipping, but the flipping mechanism wasn't completed in time for taping. Susan Stafford, the first Wheel of Fortune tile-flipper was hired to turn the letters on the board. She was so popular that later, even after the board was automated, a letter-turner would remain on the show. Initially, Edd Byrnes was hired to host the revamped show, but he tested poorly with audiences. Chuck Woolery came back to replace Byrnes before the new show went to air.

1975-1983

The show was an immediate success. Within its first week, Wheel of Fortune drew twenty million daily viewers and became the biggest daytime TV show. Which isn't to say the show didn't have its rocky moments: television executive Fred Silverman almost cancelled the show in 1980 to make space for an expanded David Letterman program. Then, in 1981, both Chuck Woolery and Susan Stafford left the program. Still, the Wheel remained successful despite these changes. Over the years, Wheel of Fortune would be staffed by a variety of hosts and letter-turners, who all carried on the legacy and practices of the TV show.

Wheel of Fortune underwent its last major change in 1983, when the show became a daily nighttime show which aired at 6:30 or 7 pm depending on the region. Again, though there were some uncertainties with the shift, the show eventually came out on top.

Feedback on the Wheel of Fortune Puzzle Generator

What do you think about our Wheel of Fortune Puzzle Generator? Was this tool useful for you, or are there features you'd like to see added? We'd love to hear from you! Reach out using the 'Contact Us' page linked below to share your suggestions.

Go Nuts and create your own wheel of fortune puzzles! You can make your own puzzles with blank spaces where people can try to guess the puzzle, OR you can make a full puzzle like this one! Other resources on the site include a Scrabble Word Finder, Anagram Solver and Words With Friends Cheat. You can also encrypt a phrase or puzzle with our Caesar Cipher tool. This website is in no way associated with Sony Pictures Television nor Scopely, makers of the popular games Wheel of Fortune and Wheel of Fortune Free Play or the television show. It is merely a fun fan site! Wheel of Fortune Answers to puzzles for the very fun WOF mobile app.

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Create your own WOF Puzzle! | The Word Finder

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Design your own custom made wheel of fortune puzzles. You can make it with blanks or the full puzzle, to share with your friends!

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The Instant Jeopardy Review Game has been designed and dramatically improved to make it the perfect review game for a wide variety of classroom uses. This tool is a fun and interactive way to review content in your classroom, meeting, conference, or other group setting.

The new and improved version of the Jeopardy Review Game includes the following features:

Simple insertion of pictures on Question and/or Answer slides

Full support for symbols, such as exponents and wingdings style fonts

Better support for foreign language Question and/or Answer slides

Simpler visual editing process

Embed anything in your question slides, even Youtube videos, flash objects, etc.

Simple scorekeeping system

Works on portable devices such as smartphones, iPad, and iPod Touch!

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The Instant Jeopardy Review Game has been designed and dramatically improved to make it the perfect review game for a wide variety of classroom uses. This tool is a fun and interactive way to review content in your classroom, meeting, conference, or other group setting.

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Free tools to issue Mozilla Open Badges. Design and award your own open badges: credential skills, recognize learning and create bite-sized rewards to support micro-credentials in your eportfolio.

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James Paul Gee on Learning with Video Games

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How do I grade it? Teachers who integrate technology into student activities and projects often ask us this question. Here are some rubrics for assessment.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Gee, J. P. (2008). Learning and games. In Katie Salen (Ed.) The ecology of games: Connecting youth, games, and learning (John D. and Catherine T. MacArthur Foundation series on digital media and learning). Cambridge, MA: The MIT Press.

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In my first year of teaching English, I had to teach prepositions to sixth graders. I fumbled around for an entry point and reached out to a more seasoned colleague, who suggested that I employ the analogy of the rabbit and the log.

The approach was simple: Draw a picture of a log on the board and a rabbit on a piece of paper and then place the rabbit in different positions in relation to the log. This would draw out the use of prepositions-"the rabbit is on the log" versus "the rabbit is in the log" or "the rabbit is beside the log." It sounded like a sensible approach.

Rabbit-and-Log Syndrome

I went into the class and did as he had explained. The engagement of the students was off the charts. Kids were jumping out of their seats to place the rabbit in relation to the log. They seemed to be really getting it and understanding prepositions. I couldn't believe how easy this was.

The next day, I had to leave early to coach a soccer game, so I asked my department chair if she could cover my class. She started by reviewing what we had done around prepositions the day before, and she saw several confused and puzzled faces among the students.

"What's wrong?" she asked. One of the students replied, "We didn't learn anything about prepositions yesterday. We learned about rabbits and logs."

She chuckled and then moved into the lesson to make sure the students understood what a preposition was.

The following day she said to me, "I think you might need to review prepositions again," and recounted what had happened.

That experience served as a major aha moment to me as a young teacher-I realized I needed to have some way of assessing what students were learning both as the class was unfolding and at the completion of class. So I started using exit cards-3x5 notecards for students to write down something they had learned.

I used a variety of prompts, such as a word, a question, a phrase, a haiku, a quote, a picture, etc. I gained invaluable daily data through the exit cards and recognized how critical frequent assessment is to ensuring understanding. I used the results to figure out next steps and to revisit a topic that didn't quite hit the mark.

Digital Media Exit Cards

Today, with the explosion of digital media, teachers have so many tools at their disposal for this kind of assessment. What would a digital media exit card look like? Here are some possibilities that utilize mobile devices:

* A short video posted to MixBit, a video sharing tool
* A tweet that boils down the essence of the class to 140 characters
* A photo illustrating the key learning moment posted on a class Instagram account
* A question posted to a class Edmodo account inviting a continuation of the learning outside of class

The key 21st-century skill in all of these approaches is synthesis, the ability to cut to the essence of an idea or concept and communicate it in an effective, succinct, compelling manner.

For teachers, the key is how to get the learning to spill out of the classroom and continue the conversation. As the school year starts, digital tools and mobile devices are perfect resources for breaking down the walls of the classroom, gathering immediate feedback on learning, and sharing learning in social media communities.

And digital exit cards can help teachers take the pulse of what kids are learning, avoiding the rabbit-and-log syndrome of kids missing the mark on a lesson.

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Hit the Mark With Digital Media Exit Cards

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In my first year of teaching English, I had to teach prepositions to sixth graders. I fumbled around for an entry point and reached out to a more seasoned colleague, who suggested that I employ the analogy of the rabbit and the log.

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Green, H. E. (n.d.). Fostering Assessment Strategies for Digital Pedagogy through Faculty–Librarian Collaborations:. Laying the Foundation, 179-204. doi:10.2307/j.ctt163t7kq.13

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Gaming can make a better world | Jane McGonigal

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After all, our kids aren't Facebook's customers; they're the product. The real customers are the advertisers and market researchers paying for their attention and user data. But it's difficult for them or us to see any of this and respond appropriately if we don't know anything about the digital environment in which all this is taking place. That's why -- as an educator, media theorist and parent -- I have become dedicated to getting kids code literate.

Digital World Ownership

As I see it, code literacy is a requirement for participation in a digital world. When we acquired language, we didn't just learn how to listen, but also how to speak. When we acquired text, we didn't just learn how to read, but also how to write. Now that we have computers, we are learning to use them but not how to program them. When we are not code literate, we must accept the devices and software we use with whatever limitations and agendas their creators have built into them. How many times have you altered the content of a lesson or a presentation because you couldn't figure out how to make the technology work the way you wanted? And have you ever considered that the software's limitations may be less a function of the underlying technology than that of the corporation that developed it? Would you even know where to begin distinguishing between the two?

This puts us and our kids -- who will be living in a more digital world than our own -- at a terrible disadvantage. They are spending an increasing amount of their time in digital environments where the rules have been written by others. Just being familiar with how code works would help them navigate this terrain, understand its limitations and determine whether those limits are there because the technology demands it -- or simply because some company wants it that way. Code literate kids stop accepting the applications and websites they use at face value, and begin to engage critically and purposefully with them instead.

Otherwise, they may as well be at the circus or a magic show.

More generally, knowing something about programming makes us competitive as individuals, companies and a nation. The rest of the world is learning code. Their schools teach it, their companies are filled with employees who get it, and their militaries are staffed by programmers -- not just gamers with joysticks. According to the generals I've spoken with, we are less than a generation away from losing our technological superiority on the cyber battlefield, which should concern a nation depending so heavily on drones for security and electronic trading as an industry.

Finally, learning code -- and doing so in a social context -- familiarizes people with the values of a digital society: the commons, collaboration and sharing. These are replacing the industrial age values of secrecy or the hoarding of knowledge. Learning how software is developed and how the ecosystem of computer technology really works helps us understand the new models through which we'll be working and living as a society. It's a new kind of teamwork, and one that's under-emphasized in our testing-based school systems.

Codeacademy

To build my own code literacy, I decided to take free classes through the online website Codecademy.com, and ended up liking it so much that I'm now working with them to provide free courses for kids to learn to code. The lessons I've learned along the way are of value to parents and teachers looking to grow more code literate young people.

1. Learning by Doing

One of Codecademy's key insights was that programming is best taught by doing. Where literature might best be taught through books, coding is best taught in an interactive environment. So instead of just giving students text to read or videos to watch, Codecademy invites them to learn to code by actually making code. Every online lesson involves writing lines of code in an interactive window within the web browser, and then hitting the "run" button and watching those lines actually work. Instant payoff, and an "intrinsic reward."

2. A Stake in the Outcome

Code also makes much more sense to people when it is tied to a real project. People need reasons for learning one skill or another. When students are working to devise a computer adventure game, all of a sudden abstract mathematical functions become immediately relevant.

3. Benefits of Interaction

Finally, while badges and point scores are great for motivating students in the short run, social connections to a real group of cohorts probably matter more for the long haul. Codecademy's first strides in that direction, simple forums, allow users to seek out help from others when they're stuck in a lesson. Meanwhile, those who are mastering a skill find it really sinks in when they have the opportunity to explain things to someone encountering it for the first time. Just as research has shown a heterogeneous classroom benefits those on both ends of the aptitude spectrum, interaction between more and less experienced code learners benefits both.

After-School Adventures

The greatest challenge so far, at least from my end, has been figuring out ways to get these interactive lessons into the schools that need them. Between curriculum standards, overworked faculty and legal restrictions on inviting minors to use websites, it's an uphill battle. To help with these challenges, Codecademy has unveiled an after-school program through which any parent or teacher can teach code to a self-selecting group of interested students.

Codecademy.com/afterschool is basically "Codecademy in a box." It's a year of interactive lesson tracks, specially assembled for an after-school group or club run by an adult with no programming experience. In the fall semester, kids make a website by learning HTML and CSS. In the spring, they build an adventure game by learning Javascript. The beauty of the model is that the adult supervising all this needn't know anything about code in advance. The course materials let you know everything you need to stay a week ahead of the kids, and the rest of the online community is there to help you out if you get stuck.

When I learned about the after-school program, I was compelled to tweet, "No Excuses." That's about the best I can say it. The obstacles to code literacy are getting smaller every day, while the liabilities for ignorance are only getting more profound.

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Code Literacy: A 21st-Century Requirement | Edutopia

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After all, our kids aren't Facebook's customers; they're the product. The real customers are the advertisers and market researchers paying for their attention and user data. But it's difficult for them or us to see any of this and respond appropriately if we don't know anything about the digital environment in which all this is taking place.

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Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review - Azita Iliya Abdul Jabbar, Patrick Felicia, 2015

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In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack...

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Game-like language learning in 3-D virtual environments

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This paper presents our recent experiences with the design of game-like applications in 3-D virtual environments as well as its impact on student moti...

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Classroom Game Design: Paul Andersen at TEDxBozeman

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Language learners and computer games

Stanley, G., & Mawer, K. (2008). Language Learners & Computer Games: From. TESL-EJ, 11(4), n4.

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Gamification and Game-Based Learning | Centre for Teaching Excellence

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Games can introduce goals, interaction, feedback, problem solving, competition, narrative, and fun learning environments,

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Gamification in Education: What, How, Why Bother?

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Gamification in Education: What, How, Why Bother?

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What thoughts come to most students' minds when they're asked about the Articles of Confederation? If they're up on their civics, they'll know it was the first Constitution of the United States. Some will remember it as a primary source they used in a presentation. Others will only recall the Articles as a yellowed document printed in a textbook or posted online.

Matthew Farber's eighth-grade history class may view the Articles as all these things, but the document to them also represents the failed first attempt to adopt a rule-sheet to govern a game creating a U.S. government.

"The way my students see it is that the Articles was this initial rule-sheet. The country play-tested it and it flopped, so the founders replaced it with the United States Constitution, a much more detailed and effective set of instructions. The Bill of Rights then became the rules," explains Farber.

"My students can look at anything as a game," he adds. This, says Farber, opens the door for teachers to start thinking of themselves as game designers.

Farber teaches social studies at Valleyview Middle School, in Denville, N.J. He is also an adjunct instructor for the New Jersey City University Educational Technology Department. He is among the growing legions of educators across the country who are bringing game dynamics-competition, collaboration, points, leaderboards, and badges-into the classroom.

"A class debate, when you think about it, is really just a game," insists Farber. "When you debate, you compete, you win points. What social studies teacher hasn't used debate to engage and motivate students?"

It's a challenge for any teacher-especially ones who are new to the profession-to capture and sustain student interest. But are all strategies to motivate and engage created equal? This is one of the key questions as "gamification" takes hold in more classrooms across the country, and excited teachers spread good news about heightened levels of student motivation. But skeptics are wary about how gamification is being practiced, and question the value of what they see as outward motivators to bolster student attention and engagement.

"As educators, we may be conceding that learning isn't inherently meaningful," warns John Spencer, a teacher and education writer in Phoenix.

This is gamification's message, according to Spencer, or at least how it is often defined and practiced: "We're not going to embrace the fun, the creativity, the challenge, or the critical thinking. We're just going to give you a badge instead."
Gamification: Motivation or Pavlovian Response?
Rewards, points, badges, and other extrinsic motivators are key ingredients of gamification, particularly in the private sector, where the concept has been popularized. In 2011, the term made the short list in Oxford Dictionary's "Word of the Year," which defines gamification as "the application of typical elements of game playing to other areas of activity." In other words, you're not necessarily playing a game, but you are using the things that make a game motivating and enticing to achieve another goal.

Gamification is a popular business marketing strategy. Think the reward program at Starbucks, or the Nike+ Fuelband, which allows users to set fitness goals, track physical activity and energy burned, and compare results with other users. Both companies' concepts rely on outside motivators, and have increased brand loyalty.

It's more difficult to transfer experience to the classroom. On the surface, gamification in the classroom sounds like an extension of the tiresome trope of treating public schools like a business. "Students are customers, so let's make them want what our public schools are selling!"

The practice of dishing out points, badges, stickers and other student rewards has gained traction in many classrooms. A badge system, for example, is used in traditional classrooms and in online environments by teachers who want to reward mastery or demonstration of behaviors and skills. But to many educators, the practice-granted, the level of sophistication varies greatly- amounts to little more than a crude method to elicit a Pavlovian response from students.

"I've seen this in action and even tried it. Students will get excited, but the novelty wears off quickly," says John Spencer. "A colleague of mine was using a badge system to motivate kids to write. Soon, he allowed the students to collect badges and then turn them in for prizes. So already the badge wasn't enough. He had to add a second layer of rewards."

Kathy Sierra, a popular technology blogger, author and game developer, believes that incentivizing learning-related behaviors poses risks. Sierra says rewards should be left at the classroom door. She is critical of the way gamification is practiced in the classroom, and believes well-intentioned educators may be missing the mark.

"A well-designed game only deploys certain mechanics to support an intrinsically rewarding experience," Sierra explains. "When you remove that experience but keep the mechanics, you are now working from an entirely different psychology than actual games, and it is one that, in essence, uses mechanics to drive mechanical behaviors."

No matter their short-term appeal, educators shouldn't want to foster mechanical behaviors. "These behaviors are not associated with the kind of robust, deep, and durable motivation we want for our students," Sierra says.
Look Beneath the Surface
Matthew Farber is not keen on the term "gamification" partly because it has been too closely and unfairly associated with rewards and other external motivators. He agrees that it can be counterproductive to drive student interest through a clumsy use of badges and points.

"Obviously we can't treat students like Starbucks customers. If you focus more on extrinsic motivations, that implies that you're lacking confidence in your approach."

What's missing, Farber says, is a narrative structure that places the student on a "journey," similar to what the best games do.

"The journey is to build mastery," Farber says. "The better way to gamify is to put students in an inquiry-based or project-based learning experience. Or give them a task in a narrative frame."

It's fine to include elements like badges, points or leaderboards along the way, adds Farber, but they shouldn't be too central to the experience. Attention will likely spike and recede, and teachers have to keep in mind that these motivators are not effective for students who aren't naturally competitive.

In Farber's social studies class, students immerse themselves in historical debate-their study of the Articles of Confederation for example-using instrinsic game elements like narrative, creativity and collaboration, rather than just badges.

This is less gamification, Farber explains, and more "game-inspired learning."

Kathy Sierra sees potential in some forms of gamifiction, but says educators shouldn't be seduced by the lure and hype surrounding the concept. Instead of applying surface elements of games, she suggests teachers look beneath the surface and create the right balance of challenge and skill, deeper knowledge and high-quality feedback.

"My recommendation to educators is to not try to sugarcoat tasks in the classroom," Sierra says. "Try to find what is inherently interesting in a subject and exploit that. It doesn't matter if students roll their eyes. A good teacher can capture their attention and engage them before they even have a chance to think they aren't interested."

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Gamification in the Classroom: The Right or Wrong Way to Motivate Students? - NEA Today

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What thoughts come to most students' minds when they're asked about the Articles of Confederation? If they're up on their civics, they'll know it was the first Constitution of the United States. Some will remember it as a primary source they used in a presentation.

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As gamification continues to infiltrate our society, it has also reached the education system and is changing the way we learn by employing the new techniques that accompany gamifying systems. Although it excites students by providing a fresh and exciting way to learn something that otherwise might be boring material, many are concerned that it can have a negative effect on its participants, especially younger children. So the debate arises, should we keep learning a personal process with the human interaction of teachers and classrooms or spice it up with exciting games that still teach the underlying concepts?

Positives:

- Tech Mastery- Can you remember when they replaced typewriting classes in schools with keyboarding classes using computers instead? Now, it's practically assumed you are a decent typist before you even enter your basic computer education classes and they may now go as far as teaching you basic graphic design and Microsoft Office skills. Technology advances quickly and it is important for students to be able to use and practice new computer skills before they are thrown into the job market which will require this knowledge (if not more).

- Multitasking Frame-of-Mind- In most gaming environments, participants are required to handle and interpret multiple things at once. You don't always get this in your traditional teaching environment, yet it is a requirement for most jobs to be able to multitask efficiently.

- Teamwork- Believe it or not, but a properly set up gamification system can encourage teamwork through building a social network within the game. Most people would perceive games as an isolating activity but there are ways to encourage teamwork through adding a social component into the game itself.

- Focus and Planning Skills- In traditional schooling you have deadlines for big projects or papers but how do you keep a student's focus in the meantime? Gamification can help with this dilemma because in a well-designed game, players become engrossed in the action which heightens their concentration. We all know of people that can spend days straight playing a newly released video game and using is in the educational sense will also play on that same principle.

- Personalized Instruction - A gamification program is tailored to each individual student which allows them to work at their own pace and perfect their work. In a traditional classroom, it is extremely difficult to personalize lesson plans for each student. Typically the progress through material depends on comprehension as a collective, so you are only as strong as your weakest link.
Negatives:
- Expensive- To develop an effective and well-designed gamification system, it will cost you... a lot. Between the cost of the equipment, software, and any additional training for teachers/instructors, it will be very expensive to implement. However, after the initial costs, the main financial strain should lessen as long as you don't incur many maintenance/upkeep expenses.

- Limited Content- Since game creation can be rather complex, you would be limited to the content originally created as far as learning material goes. However, we all know that learning is an evolving process and incorporates many different things, so a game may fail to target everything it needs to. Instead, games are better for focused learning and used as one element of the broader curriculum.

- Lack of socializing- A positive of gamification is that it could include teamwork and a social network, but that doesn't mean it is guaranteed in your specific game. Even if the game does include a social network, you won't have the same face-to-face and real-time interaction as you would sitting in a classroom with your peers.

- ADD- Attention Deficit Disorder has been an ever-growing problem with children and some like to link the root of the cause to video games. They believe that people exposed to high doses of gaming expect the same quick action and fast results in real life as they receive in games.

Whether you are for or against gamification in education, there are definitely pros and cons to each side of the argument. What may work great for one school might not for another, so it's important to decide whether implementing a gamification system would benefit your students and enhance learning. If your motive is just to provide a "more fun" environment, you probably won't achieve an end result of better grades and participation from your students. The real point to gamification is to bring education in a new way and combine it with technology and our human desire to play games in order to provide students with the best education possible.

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As gamification continues to infiltrate our society, it has also reached the education system and is changing the way we learn by employing the new techniques that accompany gamifying systems. Although it excites students by providing a fresh and exciting way to learn something that otherwise might be boring material, many are concerned that it can have a negative effect on its participants, especially younger children.

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(PDF) Game-Based Learning: A Review on the...

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On Feb 1, 2012, Sylke Vandercruysse (and others) published the chapter: Game-Based Learning: A Review on the Effectiveness of Educational Games in the book: Handbook of Research on Serious Games as Educational, Business and Research Tools.