• Intervention — If a student is struggling to demonstrate understanding of core material, you may consider using a game to address his or her trouble spots. The game you choose should therefore deliver content that adjusts itself to player knowledge and learning style. This should help the student gain a better understanding of difficult material.
• Enrichment — As students master core material, you may want a game that presents content through different media. For example, it may give questions through text, audio, images and more. This should encourage students to challenge themselves as they explore new ways to process the content.
• Reinforcement — Instead of using games to teach and engage individual students, entire classes can play to reinforce curriculum content. This can also make game-based learning a group activity. Some games have multiplayer features and students may naturally compete against each other to earn higher scores.

• Teacher Control — Many educational games offer teachers the ability to control content and adjust settings for individual students. For example, some let you match questions to in-class material, delivering them to specific players.
• Intuitiveness — Whether it’s a physical or video game, it should be easy to use. Students should challenge themselves by processing and demonstrating knowledge of the content — not by stressing over how the game works.
• Engagement — Based on the content and how it’s presented, determine if students will enjoy the game. If it’s engaging, students should inherently want to play and, as a result, learn.
• Content Types — To accommodate diverse learning styles, the game should offer different types of content. For example, an educational math video game may present questions as graphs, numbers and word problems.
• Content Levels — To address diverse trouble spots and aptitudes, the game should use differentiated instruction principles to adapt content to each player. For example, a language video game may focus more on pronouns with one student than another.

The family makes critical contributions to student achievement, from earliest childhood through high school … When schools engage parents and students, there are significant effects. When parents are involved at school, not just at home, children do better in school and they stay in school longer.

• Including game time as a designated activity in your lesson plan, not an afterthought
• Using a game as an entry ticket, drawing student attention to the lesson’s topic
• Using a game as an exit ticket, allowing students to reflect

• Focusing more on non-digital games, such as board games with educational value
• Creating learning stations, one of which is playing a device-based game
• Playing team games, letting students play in pairs or groups

• In-Game Reports — Some educational video games feature in-game reports for teachers, which record student performance. For example, charts will contain each player’s marks for a series of questions, letting you click to see more details.
• Self-Reports — For physical games, or video games without reporting features, you can encourage students to take ownership of their progress through self-reporting. Create a Google Forms spreadsheet for each student. Then, ask them to provide updates.
• Class Discussions — After playing team games, conducting a class-wide discussion allows each group to share difficulties, progress and accomplishments.

• Whereas games have defined rules and objectives, gamification may just be a series of tasks with rewards such as points
• There is a chance of losing in a game but, to motivate students, gamification may not present this possibility
• Although playing a game may be inherently rewarding, gamification may not offer intrinsic rewards
• Whereas building a game can be hard and expensive, gamification is usually easier and cheaper
• Content is typically morphed to fit the story and scenes of a game, but you can add game-like features to your content without making changes to it

• Caption competition – Students compete by writing witty and funny captions for an image with the aim of making each other laugh.
• Is it true? – Students try to fool each other by telling a story and inviting others to guess whether it is true or made up.
• Jobs and personality – Students have to convince the rest of the group that the job card they selected is the best fit for the personality adjective.

• 10% of what they read.
• 20% of what they hear.
• 30% of an oral presentation with visuals attached.
• 50% of an observed action with explanation.
• 90% of an action if they perform it themselves, even if it’s a simulation.