5.7 LET THE GAMES BEGIN IN MY CLASS

"Game-based learning is a type of game play that has defined learning outcomes. Generally, game-based learning 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.
Also Digital game-based learning (DGBL) can be  an instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners. Applications of digital game-based learning draw upon the constructivist theory of education.


I have learnt that games can be tabletop or traditional, digital or can be mobile games
 For game based learning to be successful, it is driven by some parameters like Innovation, proper communication channels, time and good social systems.








To progress in a game is to learn; when we are actively engaged with a game, our minds are experiencing the pleasure of grappling with (and coming to understand) a new system. When education or training feels dull, we are not being engaged and motivated. In other words, we’re not really learning. “Learning” doesn’t mean rote memorization—it means acquiring the skills and thought processes needed to respond appropriately under pressure, in a variety of situations.

We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process. This is where game-based learning comes in. As it turns out, for many years, videogame designers have been producing and refining highly motivating learning environments for their players to enjoy.
I have learn that   Students’ motivation determines, directs and sustains what they do to learn. The digital generation that makes up a large part of today’s workforce is notoriously unmoved by traditional, lecture and tutorial-based training approaches. On the other hand, they are very comfortable with videogames and game-based learning. According to game-based learning experts, learners tend to be highly motivated by in-game feedback such as scores and evaluations.

 Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. As discussed, traditional training cannot provide a constant, individualized and highly motivating level of feedback. In addition, traditional classroom and tutorial-type training methods do not give learners the opportunity to repeatedly practice thought processes and skills in a realistic environment. An effective game for loading dock workers establishes motivational goals relevant to actual loading dock work.

According to Patricia Deubel, digital game-based learning has the potential to engage and motivate students and offer custom learning experiences while promoting long-term memory and providing practical experience.⁶ Deubel suggests that in order for teachers to effectively use game-based learning in the classroom, they must first find non-violent games that facilitate planning and problem-solving and relate to the curriculum. Deubel recommends role-playing, simulation, and adventure games because they often appeal to the development of more than just one skill. Deubel also notes the function of game-based learning in the development of vocabulary skills and the enhancement of mental quickness.

I have learnt that for special needs education, game based learning is paramount because it brings out the psychomotor skills active.

The learners solve a problem or make a complex decision as a result of the game activities.
The learners feel challenged and engaged by the challenge (not impossible to achieve).
Learners network with each other during the game.
The game is a novel learning experience.
Learners are asked to produce an original and/or creative response. Knowledge building takes place rather than just memory use or hand-eye coordination.
Learners engage in role play or imaginary role play.
The whole activity is fun.

i have also learnt that Game-Based Learning demands a "need to know" the content. In order to complete quests and boss levels, students will need to learn content and skills to do them. Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests. The overall theme and mission is presented to the students, along with the quests and boss levels in order to create engagement to accomplish. During the boss level, revision or addition skills may also need to be taught, but again, there is a need to learn those skills and content.

achievments 
i can now make a game based learning lesson.
i can curate content regarding game based , learning.
posted by Niwamanya Gilbert