GAME BASED LEARNING TO ALLEVIATE
EARLY SCHOOL LEAVING
DR VANESSA CAMILLERI, UNIVERSITY
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OF
MALTA
GUIDEBOOK
An Aid for Classroom GBL
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This is a unique guidebook created by a team of educators
and experts from Malta, Austria and Sweden that will
introduce new, innovative game-based learning (GBL)
methodology guidelines and practical classroom scenarios
to Secondary School educators. Use of this guidebook will
facilitate gamification and the use of digital games in
English and Maths classrooms. Since GBL can require more
preparation and instruction time than traditional
methods, educators must be equipped with a set of tools
that they can easily refer to. GBL enhances the
possibility of creative thinking and encourages the
students to follow the subject matter and this guidebook
will challenge both educators and their students.
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THE
GUIDEBOOK
How can it be used?
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•
Not to be read from cover to cover.
•
To use the ideas in this book to
adapt instantly to class-based
lessons.
•
To offer ideas about how to plan
activities for learners at risk of
ESL, including the use of a number of
commercially and freely available
games.
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8 MAIN HEADINGS
1. Number &
Applications
4. Data Handling
5. Listening
2. Shape, Space &
Measurement
6. Speaking
3. Algebra
7. Reading
8. Writing
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UNDERSTANDING GAME-BASED
LEARNING
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What makes a game fun for the students?
•
What makes students get excited about a
game or a fun activity?
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WHAT MAKES A GAME?
Fun from games arises out of MASTERY… It
arises out of COMPREHENSION…In other words,
with games LEARNING is the drug.
Raph Koster, A Theory of Fun
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13 PRINCIPLES OF GAME DESIGN
Prof. James Paul Gee
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HOW DO I GET SOMEBODY TO LEARN
SOMETHING THAT IS LONG AND
DIFFICULT AND TAKES A LOT OF
COMMITMENT, BUT GET THEM TO
LEARN IT WELL?
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IT IS NOT ENOUGH TO USE TECHNOLOGY BASED
TOOLS AND APPLICATIONS. IT IS IMPORTANT TO
DERIVE AND CONSTRUCT MEANING FROM THE
ACTIVITY
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A GOOD game is
all about the
BALANCE
between
BOREDOM and
FRUSTRATION
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THE GUIDEBOOK
•
Each heading consists of a list of
games (online, board, downloadable)
•
Each game will have a dedicated section
with the following sub-headings:
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•
Scope (EQF level descriptors)
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Learning Outcomes (EQF Curriculum Plan)
•
Game Info (cost, platform, subject, level, tech
req)
•
What is it? (game description)
•
How can I play? (game access)
•
Teaching Strategy (ideas & tips to use in
class)
•
Game Debriefing (game reflection
& follow up)
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TEACHING STRATEGY
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More info about recommended duration of
game play
•
Recommendations about best timing
•
Recommendations about class grouping
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GAME DEBRIEFING
•
Reflection about game practices
•
Reflection about game play
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Game follow up
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Additional game activities/questions
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Possible additional lesson plans
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IT’S IMPORTANT TO GIVE THE
LEARNERS TIME TO THINK ABOUT
THE GAME THEY PLAYED, WHAT
PROBLEMS THE GAME SOLVED, AND
WHAT ADDITIONAL PROBLEMS
COULD THE GAME BE MADE TO
SOLVE.
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LET’S GET PLAYING …
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PLAYING THE GAME
•
Use the guidebook to choose a game
•
Test the game
•
Follow the guidebook for teaching
strategies and game debriefing
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From your experiences answer the
following questions:
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Would it be adequate for your classroom?
•
What are its strengths?
•
Why would the learners like this game?
•
What are its weaknesses?
•
Can these weaknesses
be
overcome?
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•
What problems/challenges can you
associate with this game?
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How can these challenges be overcome?
•
Do you have additional ideas about how
such a game can be used?
•
Can you build a case scenario of how
this game can be used in your class?
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“Innovative spaces do not create innovative teachers.
But innovative teachers will create innovative spaces.”
–Allison Kerley
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