Game based learning and implementation in universities

Submitted from: Sarah Anwer 13107

 Educational gaming has become one of the most
important and significant phenomenon taking on
the educational industry.
 Games have a number of common characteristics
for creating effective learning environments, as
given below:
 Complex environments for individuals to make
problem-solving decisions under difficult
circumstances.
 Risk taking and experimentation to try out
alternative courses of action
 Thematic and narrative threads to encourage
players to interact with others

 Educational games: computer and video games
using immersive and engaging experience to target
the goals, outcomes and experiences
 Online games: games ranging from simple text
games to complex and virtual games played by a
number of players simultaneously
 Serious games: games that educate or train the
users and have a primary purpose other than
entertainment
 Simulations: games that model the real world

 Improved learning achievements
 Broad cognitive competencies
 Embody well-established principles and models of
learning
 Primary socializations and learning mechanism
 Actively engaging and immersive environments
 Gaining value from cognitive, motivational,
emotional and social video games offers

 Student’s Needs: Look at the subject matter and
what skills the game promotes.
 Resources: Identify the different and numerous
resources needed to implement games on an
operating system or on a specific device
 Scope of the search: Widen the scope of the search
as per the defined goals.

 Determine Pedagogical Approach (how you believe
learning takes place)
 Situate the Task in a Model World
 Elaborate the Details
 Incorporate Underlying Pedagogical Support
 Map Learning Activities to Interface Actions
 Map Learning Concepts to Interface Objects

Implementation Strategies:
 Online
 Discussion boards: facilitating real-time discussions
using tools like Todaysmeet and Padlet so that
students are free to make contributions that stay
anonymous
 Quizzes: Quizzes as a way of interactive narrative
can be done in which each question leads to the
next an is built upon the answers given. It could
include hints as well.

 In Class
 Jeopardy: constructing a jeopardy-style game for
the preparation of mid-terms or review of chapters
 Classrooms Response Systems: TopHat and Kahoot
are two of the examples that encourage
participation and earning points by competition
between individuals.

 Out of Class
 Game based learning environments: includes games
such as TriviaCrack or QuizUp, designed for
educational purposes.
 Game enhanced learning environments: the role of
the instructor is to provide example of games
related to discipline. Games like SimCity, World Of
Warcraft and Second Life are some examples.

 Game based learning has been proposed and
implemented at adult level.
 Universities are looking for changing the
environment of lifelong learning.
 Modern technology needs responsibility, creativity,
corporate culture, teamwork and effective
communication as soft skills.
 By playing different roles, students obtain
experience and basic knowledge that are needed.

 Designing serious games, specific to the individual
to gauge his learning.
 Sharing with others so that the scores can be
displayed on the leader boards making it more
competitive.
 Learning by interacting and communicating, rather
than memorizing leading to knowledge acquisition.
 Monitoring the progress and measuring skills that
have been mastered.

Game based learning and implementation in universities

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Game based learning and implementation in universities