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The Who, What, When, Why, and How of Game-Based Learning

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Sharde Dennis

on 29 September 2015

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Transcript of The Who, What, When, Why, and How of Game-Based Learning

As we know, the best retention method for student learning is when studying is broken up into intervals, or as Carey (2014), would define it as “Spacing Out”. “People learn at least as much, and retain it much longer, when they distribute or “space” their study time than when they concentrate it” (p. 66).

We will integrate one-hour gaming sessions into our daily morning schedule three times a week. Carey (2014), believes that “It is more efficient to study a little bit today, and a little bit tomorrow“ (p. 67). “Distributed learning, or Spacing Out”, allow students to have time to grasp the material in ways that are meaningful and conducive to how they learn.
Parents, your students of Ms. Dennis’ third grade class will engage in a non-traditional learning tool for this upcoming 2015-2016 school year.
Game-based learning (GBL), is a fresh innovative teaching tool that incorporates “gaming” into the classroom, including digital and non-digital components that provide immediate feedback, sets manageable goals, and develops mastery within the content.

Game-based learning “Is a type of game play that has defined learning outcomes. It is designed to balance subject matter with game play and the ability of the player to retain and apply said subject matter to the real world”(Editorial Team, 2013).

In the classroom, “We need effective, interactive experiences that motivate and actively engage us in the learning process. This is where game-based learning comes in. For many years, videogame designers have been producing and refining highly motivating learning environments for their players to enjoy” (Huang, 2011). I recommend game-based learning to be incorporated into my classroom and adapted as a school-wide practice. In my opinion, it will build and expand curriculum that helps create fun opportunities, and would spark student interest, eliminate boredom and non-engaged students.

When students are networking with their peers, while involved in game-based learning, they are demonstrating Lev Vygotsky’s theory of Social Learning. Participating in intellectual conversations, effectively interacting with peers, and creating questions and answers that display higher order thinking skills, proves that students are cognitively enhancing. “We learn through our interactions and communications with others. Learning takes place through the interactions students have with their peers, teachers, and other experts” (Neff, n.d.). In a game-based environment, students will have the chance to be successful both in and out of the classroom.

Who, What, When, Where, How and Why Game-Based Learning?

Pedagogical Innovations
Sharde Dennis
Concordia University- Portland
EDGR 535 Theories of Teaching and Learning
Melissa Klopfer

“Good game-based learning applications can draw us into virtual environments that look and feel familiar and relevant. This is motivational because we can quickly see and understand the connection between the learning experience and our real-life work” (Trybus, 2014).This is the learning objective of our digital and non-digital gaming time, that will reinforce subject matters such as Math, Grammar, Spelling, and Social Studies. Non-digital games will take place in the classroom, and will involve math stations that include; Skip-Bo, Dominoes, Phase Ten, and Uno. These games will help student’s to learn about numerical sequencing, grouping numbers, and counting.

ABC Mouse, and Kids Spell are websites that will enhance students ability to learn the fundamentals of spelling, the use of proper grammar, and reading comprehension skills. All of these games support real-life applications, and are relevant to what students want and need to know while in the third grade, and beyond. Because each online game has specific learning goals, it will allow students at all levels to feel successful. Each level will sharpen their brains to think critically and practice applying problem-solving skills to everyday situations.
Ms. Dennis’s class is now mobile! Thank you to our PTA (Parent Teacher Association), who raised money to help purchase tablets that will allow students to roam around the school, actively engaging in digital gaming. We will use quiet spaces, such as corners of the room, the library, along will the hallway and cafeteria.

“Recall is better if the environment of the original learning is reinstated” (Carey, 2014, p. 49). Changing the physical environment in which learning occurs, creates clues, patterns and provides a different feel that enables students to remember significant information

Carey, B. (2014).
How we learn: The surprising truth about when, where, and why it happens.

New York: Random House LLC.

Editorial Team(2013).
What is gbl(game-based learning)
. Retrieved from http://edtechreview.in/

Farber, M. (2013).
Game-based learning in practice.
Retrieved from

Hertz, M. (2011).
Using the video game model in the classroom.
Retrieved from

Huang, W. (2011).
Evaluating learners’ motivational and cognitive processing in an online
game-based learning environment.
Computers in Human Behavior, 27(2), 694-704.

Neff, L S. (n.d.).
Lev vygotsky and social learning theories.
Retrieved from

Trybus, Jessica. (2014).
Game-based learning: What it is, why it works, and where it's going.

Retrieved from http://newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
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