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Games As Effective Teaching Tools !



__** Games are effective because they provide the following: **__ 1) Anchored instruction- requires putting the students in the context of a problem-based story. The students "play" an authentic role while investigating the problem, identifying gaps to their knowledge, researching the information needed to solve the problem, and developing solutions. For example, the students play the role of a pilot to learn about aeronautics subject matter such as gravity, airflow, weather concepts, and basic flight dynamics. The teacher facilitates and coaches the students through the process. http://www.ed.psu.edu/NASA/achrtxt.html

2) Situated Learning Theory- involves engaging in tasks which parallel real world applications. The goal is to improve learning by motivating students and by providing a rich context for learning. It emphasizes the context and application of knowledge rather than memorizing facts (Heeter, 2005). http://www.southalabama.edu/oll/mobile/theory_workbook/situated_learning_theory.htm

3) Intrinsic Motivation- internal desires to perform a particular task, people do certain activities because it gives them pleasure, develops a particular skill, or it’s morally the right thing to do. http://www2.fiu.edu/~cryan/motivation/intrinsic.htm

4) Theory of Play- play is a solid means of helping children learn. It is a way for teachers to assess what a child understands and what interests the child. Play exposes his problem-solving skills so that a teacher can know how a child thinks, plans, and organizes. It is a means of exposing the child's private world, for a world of play and pretend can always allow the child to be powerful, able, and successful. The rules are all in the child's mind. Play provides a free, easy, try-it-yourself experience for every youngster. http://departments.weber.edu/chfam/4990a/Theory&play.html

5) Hands on learning- in our everyday life many of us learn by doing not hearing. If you want to learn how to do something you watch and practice until you get it right. Hands on learning, is as old as human kind. Game based learning takes advantage of this style of learning by supercharging it with intuitive learning and rewards.

6) Rewards based learning- the challenge in learning something new without having an immediate reward attached to it, can lead to getting boredom, lost of interest, frustration or stopping altogether. This is one likely reason so many kids drop out of school, not the lack of ability.

7) More teacher per student time- a big plus in game based learning models is that teachers are freed up to walk around the class room and offer one to one instruction tailored to each student’s need. In the gaming scenario the teacher is seen as an “expert” not the authoritarian teacher figure.



~ Games help recruitment, retention , and keep student enthusiasm high. ~ Great for drilling vocabulary, review for quizzes, tests, and to “relax” when you have finished a major assessment or project. ~ Games are //not// as effective for learning new material ~ Play AFTER you have finished other tasks planned for the period. ~ Avoid games where only one or two students are active at a time unless the action moves very quickly. Other students “check out” or chat and quickly lose interest. ~ Similar problems arise when some students are eliminated early on while the others continue to play. http://ms.loganhocking.k12.oh.us/~madame/teacher/presentations/GamesHandout05.pdf
 * __ General Guidelines to Keep in Mind: __**



__** Current Summarization of Research Findings: **__ 1. 68 studies were examined to see the difference between games and conventional instruction in student performance. >> 36 (56%) found no difference >> 22 (32%) favored games >> 5 (7%) favored simulations/games, but their controls were questionable >> 3 (5%) found differences favoring conventional instruction 2.) Seven out of eight studies involving math found that the use of games is superior to traditional classroom instruction for improving math achievement. Subject matter areas where very specific content can be targeted and objectives precisely defined are more likely to show beneficial effects for gaming. 3.) The greatest number of studies on simulation/gaming is in the area of social sciences. The majority of these studies (33 out of 46) showed no difference in student performance between games/simulations and conventional instruction. 4.) Five out of six studies demonstrated that games cannot teach language arts effectively, particularly when specific objectives are targeted. 5.) Social science games tend not to use a computer, while math, physics, and language arts games tend to use a computer. 6.) Simulations/ games show greater retention  over time than conventional classroom instruction. 7.) In 12 of 14 studies, students reported more interest in simulation and game activities than in more conventional activities. http://seayj.people.cofc.edu/cb/findsim.html?referrer=webcluster&



__**Questions to Ask Yourself When Choosing a Game: **__ http://www.teachingenglishgames.com/Articles/Teaching_Grammar_with_Games_in_the_ESL_Classroom.htm
 * Which skills do the games practice?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What type of game is it and what is its purpose?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the difficulty level of the game mesh with the students' ability level?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does the game require maximum involvement by the students?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Do the students like it? Do you like it?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can you keep control of your class and play this game?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What materials do you need for the game and can you obtain these easily?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What controls, if any are needed, will you have in place to ensure the children are on track?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Competition is not always appropriate, and it is not appropriate at all for five year olds and under. Can you play a game for the sake of the game and not in order to define winners and losers?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Are the rules easy and clear?




 * __ Did You Know.... __**
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; line-height: 18px;">Word games and matching and memory games foster language development and literacy.
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; line-height: 18px;">Board games improve counting skills and spatial awareness and develop strategic thinking for improving skills in mathematics.
 * All games provide lessons in taking turns, understanding how to win and lose, and fitting in with others for social and emotional development.
 * Games provide a forum for initiative and leadership, reasoning, and problem-solving.
 * Different types of games develop small and large motor skills and hand/eye coordination.
 * Challenging and strategic games help children learn to focus and concentrate, which are essential ingredients in developing creative thought.
 * http://bblocks.samhsa.gov/educators/lesson_plans/classroomgames.aspx