2.2.4 Games
Game-based learning (GBL) refers to the use of games as a teaching and learning tool within the context of the learning environment. Games provide a fun and exciting way for students to learn about and engage with a concept or topic. Through elements of scoring, winning, and competition (or collaboration), games motivate students to actively engage with and participate in a lesson and, by extension, their own learning. There are three main elements that define a game:
- Competition: Through score-keeping and criteria for winning, games motivate players to have a vested interest in the game and its outcome. These techniques also act as a measure of a player’s performance.
- Engagement: The exciting and dynamic nature of a game often motivates players to continue playing until the game is over.
- Rewards: Success in a game is immediately recognized through points (achieving a specific goal) or victory (winning the entire game).
(Prensky, 2002)
Not all disciplines and subjects may lend themselves to the inclusion of games. For those that do not allow for GBL, the three elements above nonetheless can be included in course design through achievement, motivation, and assessment. For material that does allow for GBL, teachers should analyze how best to combine the traditional and game-based elements to leverage the use of GBL. To do so, teachers also should determine which type of game (role-playing, card games, video games, etc.) will best suit the content and identified learning goals, and test the game’s effectiveness before introducing it to students (Prensky, 2002). An example of game-based learning is “Wheel of Geology”, an educational take on the “Wheel of Fortune” game, which requires students to answer topic-related questions in teams in preparation for upcoming exams.
Note:
Understanding the drawbacks of game-based learning is integral to its effective implementation. Ultimately, the aim of any game should be for students to learn. Teachers, therefore, need to find a balance between the engagement and pedagogical aspects of the games they use (Lepper & Cordova, 1992).
2.2.5 Peer instruction
In peer instruction, students “teach” their peers about certain concepts based on questions or prompts provided by the teacher. After teaching a piece of content, a teacher will pose a conceptual question, known as a ConcepTest. Students then have a brief period to formulate and provide their answers, often through a poll. Once the results are collected, students are divided into groups and encouraged to share their answers with their peers and, in doing so, convince their peers of the value of their arguments (Crouch & Mazur, 2001).
The aim of this exercise is to provide a space for students to learn from each other. Once the discussions are complete, the teacher may pose the same question to gauge whether the peer instruction has improved students’ understanding. Research has shown that peer instruction not only increases student comprehension, but also enhances conceptual reasoning and problem-solving skills (Crouch & Mazur, 2001).
