Games-based learning environments hold many benefits as they enable social interaction, can accommodate to customise experiences, boost the relevance of learning and allow response to and creation of multimedia/multilateral artefacts (Presnky, 2008; Adams & Webster, 2012; Ouahbi, Kaddari, Darhmaoui, Elachqar, & Lahmine, 2015). Authentic learning contexts involve making learning meaningful through real life applications. When learning is connected to life experiences in this way, motivation and engagement of students is increased (Presnky, 2008; Adams & Webster, 2012; Ouahbi et.al., 2015).
The notion of engagement in games-based learning is interesting as yes, game design is an incredibly engaging educational inclusion (Presnky, 2008; Adams & Webster, 2012; Ouahbi et.al., 2015), but it can also become a large distractor and working load can be too much causing a loss in motivation. This can occur particularly with game design requiring written code.
Scratch is a programming software that utilises a visual, drag and drop programming environment to assist students in creating animations, digital stories, games etc (Adams & Webster, 2012; Ouahbi et.al., 2015). It is a useful platform for learning the basics of programming and utilising computational thinking strategies and abstractions as it eliminates syntax/literacy errors and scaffolds thinking in groups such as loops, if and when, timing and movement (Ouahbi et.al., 2015).
There are many applications for scratch programming in the classroom; the ones that harness the most creativity being presentation/storytelling and game design. Students could use narrative writing structures and features in both of these instances. A well integrated KLA example would be students developing a game to demonstrate the life cycle of a frog as it faces challenges to its environment. Another in science is responsible recycling and reduction of waste game. It is best not to limit students but rather provide them with manageable expectations and criteria. Further, providing narrow scopes for content included in their digital artifacts will harrow in their focus and allow more time for development using Scratch.
When thinking of implementing Games-Based learning software or experiences in the classroom, teachers must be mindful to use evidence based ideas and technology applications, and start with instructional goals in mind. Backwards mapping from knowledge domains and educational outcomes to student encounters with educational games in a learning environment will ensure that there are legitimate reasons and spaces for their inclusion.
Most of all, have fun employing educational games and game design in your classroom, your students sure will.
References
Adams, J. C., & Webster, A. R. (2012). What fo students learn about programming from game, music video, and storytelling projects? SIGCSE ’12: Proceedings of the 43rd ACM technical symposium on Computer Science Education, 643-648. https://dl.acm.org/doi/proceedings/10.1145/2157136
Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A. & Lahmine, S. (2015). Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment. Procedia – social and Behavioral Sciences, 191, 1479-1482. https://doi.org/10.1016/j.sbspro.2015.04.224
Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology 39(6), 1004-1019. Available from: https://onlinelibrary-wiley-com.simsrad.net.ocs.mq.edu.au/doi/pdfdirect/10.1111/j.1467-8535.2008.00823_2.x
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