Using Games in the Classroom - In Learning Education and Games. Volume 2.
A Coggle Diagram about Use of different games in education, Key Findings: Despite the often-cited lack of evidence of the impact on learning with games, scientists have conducted a considerable amount of research in support of game-based learning and its effectiveness. For example, we have a cursory understanding of the valuable skill development that playing games can support. According to a review conducted by McFarlane et al. (2002), these include: , Best Practices (Select the right game for you, Define your learning goals and instructional needs, Find one or more games that meet your needs, Allow sufficient time for you and your students to become familiar with the game, Identify the precise role of the game toward meeting your learning goals, Let the students demonstrate their expertise and Build in time for review and reflection), Approaches to Game-Based Learning in the Classroom, Although paper and board games are a commonly featured element in many classrooms, the presence of digital games has seen a slower uptake., Future Needs of Games in Education, Game-based learning, as an approach and as a field, is at an all-time high, with more educators than ever using games for learning in their classrooms, Need for assurance (Teachers need assurance that the games provides a quality learning experience and will give them back some understanding of student performance, Administrators and parents need to understand the pedagogical benefits of playing games and Students need support in understanding how games can be used as learning tools (SIIA, 2009)), Designers and educators should establish parameters to determine what constitutes a successful game experience and design usability tests that measure the degree of improvement in students’ aptitude and performance following engagement with STEM games., Progress is being made both in building STEM games and assessing their effects. Analysis of some successful games is helpful in determining how to include games in curricula and demonstrating how they support educational goals. and Many games purport to teach, practice, or encourage interest in STEM subjects; however, many fail to do so in ways that can be statistically shown to be effective. The potential benefits of such games are often overstated. All parties should be more cognizant of realistically achievable outcomes.