Guide to Digital Games + Learning BY JORDAN SHAPIRO, ET AL. MindShift Guide To Digital Games + Learning \ Page 2 of 41

We take you several steps beyond looking up educational games in the app store and looking up educational games in the app store steps beyond several take you We checking the number of stars they’ve been rated to gauge the benefits of a particular game. checking the number of stars they’ve as look at games and learning, as well a thoughtful, comprehensive provide We specific examples. any lifelong learner can use it this guide, had teachers in mind when developing While we to navigate the games space in an informed and meaningful way. a sense of how to develop content of each section. into the scope and a window you of Contents gives Table annotated Our We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting reporting highlights of Jordan’s felt would be the most relevant what we together brought We’ve questions that of the most pressing many a dynamic, in-depth guide that answers to create using digital games for learning. raised around have and life-long learners educators, parents, What makes this guide unique? • As MindShift continues to cover many aspects of many aspects to cover continues As MindShift games of education, digital the future learning and and critical tool in widespread more become a have MindShift The and teaching experience. the learning started and Learning Games as a to Digital Guide Shapiro Jordan by series of blog posts written at Cooney Center Ganz with support of the Joan and Learning and the Games Workshop Sesame Council. Publishing • • • he’s Department, where Heritage Intellectual University’s Temple teaches at Shapiro Jordan old) and nine years (seven of two boys is the parent He Learning Coordinator. also the Digital K-8 school Learn School, an independent cooperative and the lead administrator at Project Bliss” Euphoric Maximum To Guide Game Video A book “FREEPLAY: His in Philadelphia. A forthcoming shape our adult lives. book on play in our youth the games we considers how the in and new educational paradigms is due to be released game-based learning, technology, ed-tech, parenting, covering is also a columnist for Forbes.com, beginning of 2015. He and game-based learning. About the MindShift Guide to Guide MindShift the About Learning and Games Digital MindShift Guide To Digital Games + Learning \ Page 3 of 41 Introduction: Getting in the Game / Page 4 Getting in the Introduction: of the director ş, executive Tekinba Katie Salen from An overview of games in the classroom / Page 6 Time Gaming and Screen Says About What the Research academics, Pediatricians, time is evolving. screen digital games and around of the research Much for LearningHow to Start Using Digital Games / Page 14 before resources some steps to assessing your are is unique, here each learning environment Since How to Choose a Digital Learning / Page 19 Game overwhelming. you a gives This section volume of games classified as educational can be The sheer / Page 27 in the Classroom Obstacles for Using Digital Games Overcoming / Page 30 in the Classroom Using Games Are How Teachers the guide (including video embedded throughout teachers use games are of how Examples Institute of Play. of Play. Institute affect games and technology to how to find answers working are educators, and researchers learners of all ages. using digital games in educators are some how committing to a particular or platform. See game they find support. and how the classroom in available an understanding of the types of games starting providing point for game selection by to go about selecting them. and how the marketplace also need to be barriers to deployment continues to grow, As game use in the classroom survey A recent outlines exactly which obstacles get in the way of successful of teachers addressed. in this section. outlined are implementation; solutions to those concerns using games some teachers are examples), but this section takes an in-depth look at how struggles and victories. and their real-life in the classroom Table of Contents of Contents Table Getty MindShift Guide To Digital Games + Learning \ Page 4 of 41

For many parents and parents many For appeal of educators, the media games and digital centers on for learning of the idea the novelty that activities that engage people so wholly young can be educational, too. Ş within the domains of pedagogy, implementation, and assessment. Included are a useful are and assessment. Included implementation, within the domains of pedagogy, summary using games in the guiding the field and specific tips and tricks for of the research educators– examples–from the guide embeds throughout importantly, Most classroom. This pairing of the of what the use of games and their design looks like in the classroom. and tells in a way pedagogical and practical makes the guide especially useful, as it shows that is simultaneously instructional and inspiring. and telling when it both showing that doing far outweighs however, research, from know We alike to explore hope for this guide is that it enables educators and parents comes to learning. One people in their lives. the use of games in learning contexts that matter to them and the young For a long time, learning—school learning—has demanded something different. But that something different. a long time, learning—school learning—has demanded For outcomes like which emphasize has sometimes been manifest in policies, something different experiences that are in of learning, and which result rather than a love test scores, standardized to education doesn’t Such an approach child-centered. yet rarely efficient (e.g. metrics driven) of learning as erase it altogether. so much discount engagement as a condition What if this theory critical was flipped on its head to posit that engagement is an absolutely learning is the first step in developing young person in condition for learning? That engaging a potential? career their academic, civic, and habits and skills that will support them in realizing young people to survive a context enabling can provide That making learning irresistible and thrive? the Games and Learning takes up this hypothesis as it explores Digital Guide to MindShift The overview opportunities and challenges of game-based learning. The series offers a wonderful learning, of the key ideas driving the application of games and their design to teaching and Getting in the Game in Getting SALEN TEKINBA BY KATIE INTRODUCTION Jane Mount MindShift Guide To Digital Games + Learning \ Page 5 of 41 . with Portals Teach , a non-profit doing work in games and learning. She is professor of Games and Digital Media at Games and Digital of She is professor in games and learning. doing work , a non-profit There’s an increasing number of resources created by and for educators and parents in the games by and for educators and parents created resources number of an increasing There’s a game in the classroom, out to roll how that show including video tutorials and learning sphere, practices that educators new to core learning—three and assess student manage its gameplay, the first time around. by game-based learning often get tripped up digital game that An educator comfortable learning might pick a sandbox-style with project-based platform and use it as the main production it to be easily customized, comes with tools allowing a cell model in created for example, York, A 9th grade science teacher in New for the project. a cell interactions between properties of a cell, and the real that mimicked the real Minecraft experimented with the Students used to extract DNA. chemicals membrane and the different extraction in the lab. digital model prior to doing an actual DNA to meet a specific learning goal. of his or her own, a teacher might choose to design a game Or all in the process The game could be digital or non-digital, and would ideally incorporate students brainstorming from and can take on a range of roles, to be involved love Students along the way. ideas for the game to playtesting it once it is up and running. bonus of having students One them to articulate what makes the game fun, serve also requires as playtesters is that this role skills. Most critical thinking and metacognitive engaging, and meaningful, helping them develop playtesters easily transition into game masters, material keepers, and expert student importantly, classmates. and explain the game to their fellow can introduce who “demoers” of the imagination or lack of support. by a failure limited only really, endless, The options are well reflect on their practice, as This last point is critical, as teachers need time and space to can help such as this one Guides their ideas and interests. to grow collaboratively as to work research, through game-based learning educators connect to communities dedicated to growing to do is engage. have in the game is easy—all you and practice. Getting development, of of Institute director is a game designer at heart and the founding executive Tekinbaş Katie Salen Play a squirrel. truck by driven ice cream and once co-designed a karaoke University DePaul Games model learning by doing perfectly, as they demand the active participation all they demand the active as players of doing perfectly, learning by model Games really learning: they are potential as tools for such have reason games This is one along the way. is both fun in a way that players by to be solved waiting than complex problems nothing more a of an ancient civilization, texture take on the tone and might These problems and challenging. well, games When designed space station, or a mafia headquarters. film, an intergalactic horror push against the limits of the rules and change, as players a sense of transformation in evoke , for example, Revolution Dance of the game Dance players ways. Some and powerful creative game as long of the basic dance moves that they could radically elaborate on the out figured the bar for what DDR popping, and spinning quickly raised on beat. Locking, as they stayed takes to play. the types of mad skills it really dancing looks like and some like for a teacher new doing look to game-based learning? For what might learning by So, game game or board like a social well, startingteachers it might mean with a game they know the social game or friends. An educator familiar with with their family played they may have their students play the game as part lesson on the judicial might have of a classroom Mafia experience what it feels like to be unjustly accused a context in which students system, creating mean having students play a digital game designed with specific learning could of a crime. It , situating the play of the game Deluxe Physics or Crayon outcomes in mind, like Dragonbox game-based, from support it might mean seeking out within a curricular sequence. Or resources or sites like iCivics or Edutopia educator-focused online communities like MindShift Guide To Digital Games + Learning \ Page 6 of 41 ,

News stories abound: digital games make kids stories abound: digital games News not only that stupid, anti-social. It’s violent, hyper, we wary generally people are of the unfamiliar, that progress and heroism of in a culture also live Rather than as a revolution. casts every innovation divide we and iteration, celebrating modification and what’s cutting-edge the world into what’s always afraid that the new school We’re obsolete. we’re will completely displace an old school that to abandon. not quite ready of video games in the classroom The introduction Blended does not need to mean the end of books. the lecture. learning will not necessarily replace can supplement time-tested however, Games, pedagogical practices with new technological the can have We solutions to long-term problems. can help best of both the new and the old. Games the ongoing assessment question, educators answer skills and empathy metacognitive kids’ develop break down the boundaries between academic the boundaries between down and break convinced. not everyone’s subjects. Still, begun to look at the have researchers Recently, impact of games both in a general waypositive The data is still sparse, and for learning in particular. some important takeaways. already are but there Cognitive benefit: Games have been shown to improve attention, focus, and reaction time. and attention, focus, to improve been shown Games have benefit: Cognitive an entity theory rather than Games encourage an incremental, benefit: Motivational of intelligence. evidence speculative is mood states; and there Games induce positive benefit: Emotional emotion regulation. adaptive that games may help kids develop skills that they learn from able to translate the prosocial Gamers are benefit: Social outside the and family relations gameplay to “peer co-playing or multi-player gaming environment.” What the Research Says About About Says the Research What Time Screen and Gaming entitled “The Benefits of Playing article Association) Benefits of entitled “The (American Psychological APA The recent surveyed the C. M. E. Engels, Lobel, and Rutger Adam Granic, authors Isabela by Games,” Video on impact that video games have landscape of video games. They identified four types of positive a quick rundown: emotional, and social. Here’s motivational, the kids who play them: cognitive, • • • • Getty and it’s mostly based around fear. mostly based around persists–and it’s civilization collapsing, the bad reputation the bad reputation civilization collapsing, has grown up without a of gamers has grown decades of game play, and that a generation decades of game play, Despite the fact that we’ve now seen now that we’ve the fact Despite up against the video game stigma. video game stigma. up against the Games and learning advocates often come advocates and learning Games GAMES IN SOCIETY: WHAT THE RESEARCH SAYS THE RESEARCH WHAT GAMES IN SOCIETY: MindShift Guide To Digital Games + Learning \ Page 7 of 41 , by Killian Forde Killian Forde , by Perceptions Cultural Youth and Gaming Online A survey done in Ireland, likely more games online are suggests that kids who play multi-player and Catherine Kenny, another country: people from of online gamers 62 percent attitude toward a positive to have of non-gamers. to 50 percent compared cultures different view of people from hold a favorable peer groups, by individuals’ reflected of the institution is rarely the diversity school, where Unlike of friends. group diverse with a more online gaming correlates interactive quick to point out but critics of games are generally held at face value, like these are Studies not a fan of violent video games, Though I’m morally reprehensible. that the violent ones are these types of games. playing benefits from positive even are that there shown studies have video games based” playing fast-paced “action that , showed published in Nature study, One in contrast and also “induces long-lasting improvements processing” “attentional improves course, the violent Of a basic visual function that commonly deteriorates with age.” sensitivity, likely that it has It seems more for these benefits. content is not likely responsible narrative something to do with the fast pace which demands quick reflexes. iStock MindShift Guide To Digital Games + Learning \ Page 8 of 41 that video games contribute to neural plasticity that video games contribute to neural plasticity shows research The most convincing neurological this study, In demands.” multitude of complex motor and cognitive “a because games provide for at least 30 minutes a day for two months. Brothers Mario platformers such as Super played players hippocampal formation (HC), right in right gray matter (GM) increase “significant They showed of the brain the areas These are cortex and bilateral cerebellum.” (DLPFC) dorsolateral prefrontal memory for spatial navigation, strategic planning, working and motor performance.” “crucial they are games depend on the particularLike all forms of media, the benefits of games and how the effects than one can say what of video games are, say what the effects can no more used. “One and sub-genres, of distinct genres millions of individual games, hundreds are There of food are. put, on computers, consoles, hand-held devices and cell phones. Simply and they can be played Daphne say devil is in the details,” the what the effects of video games are, if one wants to know . Neuroscience Reviews in Nature Green, & C. Shawn Bavelier RESEARCH SAYS THE WHAT GAMES IN THE CLASSROOM: should begin with the in education Any discussion of the function of game-based approaches “game-based learning.” and “gamification” distinction between “gamify” They every using gamification in their classrooms day. already teachers are country, the Across and then testing lectures rather than delivering and merit badges; or, grades with levels replacing learning by is what demonstration of mastery, completion, or the units where project-based teachers create for retention, on. the student to move allows tool— learning, on the other hand, applies to using actual digital video games as a classroom Game-based but perhaps exactly the same way, games work playing and board role although traditional non-electronic software and adaptive (“apps”), are a slew of video games, digital applications not as efficiently—and there not so helpful. while others are great, are platforms that can be used for instruction. Some context, as part can encourage students to understand subject matter in learning in the classroom Game-based because the focus is which is often criticized contrast to memorization, drilling, and quizzing, of a system. In into account. in ways that take relationships to interact with problems players on facts in isolation, games force The content becomes useful insofar as it plays a part in a larger multimodal system. The game does one thing. needs to master the system. to beat the game, the player In order responds with another. The player iStock MindShift Guide To Digital Games + Learning \ Page 9 of 41

. In the world of education achievement, the world of education achievement, . In Electronic Arts (EA), and the Entertainment Software Association (ESA) are all involved. Each all involved. Association (ESA) are Arts (EA), and the Entertainment Software Electronic are. roles of what those perceptions different in the matter and teachers have role has a different support from receive Council and Learning Publishing Cooney Center and the Games Ganz Joan (Note: Foundation) Gates & Melinda the Bill (the Games by GlassLab on game-based learning is done research of the most significant Some the from investment” “significant Lab), which was established with a and Learning Assessment GlassLab Foundation. in cooperation with the MacArthur Foundation Gates & Melinda Bill being to SRI, “are assessments which, according designs and implements game-based formative exists in many disengagement that currently to the climate of student in response developed applying video games and the hope is that “by The concept is simple: kids like classrooms.” the needs of assessments address (ECD), the game-based formative Design Centered Evidence actionable data within a motivating real-time and valid both students and teachers for reliable learning environment.” which is the most significant success. The 2013 study, seems to be showing the research far, So to other instruction conditions without compared games were digital to date, found that “when of digital games in terms of broad effect in favor was a moderate to strong digital games, there competencies.” cognitive a game, his or her learning achievement have a student sitting in the median who doesn’t “For former Dieterle, said Ed if he or she had that game,” 12 percent by increased would have Melinda Bill & Evaluation for the and Measurement, Research, Officer for Program Senior article last year in a MindShift Foundation, Gates is significant. 12 percent by and in those studies, students improved SRI also looked at simulations, the same study, In a simulation? Think of something that’s do they define But how huge. That’s 25 percent. Super than an animated anatomy lesson and less game-like than Nintendo’s interactive more . Brothers Smash a real-world computer simulation is a tool used to explore this way: “A describes it The SRI report of the phenomenon or the behavior approximating or hypothetical phenomenon or system by game in that it a a simulation differs from to the SRI study, According operation of the system.” level-based have and it doesn’t system based on points or “currency” a reward does not employ model that is based on some an “underlying addition, simulations have goals. In achievement behavior.” real-world an that the technology provides of game-based learning lies in the premise The promise system replace a points-based extrinsic motivation tool with which to efficient and effective life is useful because it simulates real hands-on learning experience. Play with a contextualized and social environment experience—physical, emotional, and/or intellectual—in a safe, iterative lies in the act of learning and not focused on winners and losers. The achievement that’s and “games,” “simulation” make a distinction between Whether or not we understanding itself. provide effective digital tools can offer an efficient means to that interactive the SRI study shows learning experiences. contextualized The way we understand the expectations and promises of today’s game-based approaches will have a long- a will have approaches game-based of today’s and promises the expectations we understand The way and parents, critical that teachers, It’s in the future. and implement them imagine we on how term impact foundations, and research the way corporations, but also the research, understand not only administrators theresearching in involved big players are There about games and learning. thinking are organizations GatesMelinda Bill & like the learning in schools. Companies and foundations benefits of game-based Inc., Pearson, Service (ETS), Testing the Educational Foundation, the MacArthur Foundation, MindShift Guide To Digital Games + Learning \ Page 10 of 41 , 74 percent of teachers report report of teachers , 74 percent . Digital Gaming inherently involves involves inherently Gaming . Digital In addition, 53 percent of teachers find that addition, 53 percent In collaboration between video games foster positive who has watched kids play students. Anyone They video games together has seen this trend: tricks. each other tips and advice, they share give games’ They teach each other to understand the videos are YouTube wonder gameplay systems. No so popular systems thinking, which is best taught through learning. collaborative assign digital games as of teachers 52 percent Still, about a independent activities for students. Only digital games to groups “assign (34 percent) third the “direct And only 29 percent of 3-5 students.” to use digital games together.” whole classroom that teachers apparent becoming more It’s than just embrace new will need to do more technologies. They will also need to embrace the epistemological foundations of these technologies. ways of knowing connected, networked are There and Sharing that will dominate the digital future. collaboration go hand-in-hand with integrating and non-commodified ways non-competitive of playing games. The way students play and learn today is the way tomorrow. they will work using digital games in the classroom and 55 percent of students play games at least weekly. of students play games at least weekly. 55 percent and the classroom using digital games in years of average of 14.5 not newbies. an surveyed The 694 K-8 teachers These teachers are have beneficial equally of the teachers said the games are 30 percent And experience in the classroom. games as most beneficial for that identified also seemed to be a trend there for all students. But and for “students issues,” with emotional/behavioral for “students students,” “low-performing labeled and/or been have students who other words, In issues.” or developmental with cognitive game- strugglediagnosed because they benefit from environment within the traditional school students of teachers note that lower-performing “65 percent the study: From based approaches. This is a decrease.” show who only 3 percent engagement with content, versus increased show good news. TEACHERS IN THE CLASSROOM: WHAT THE RESEARCH SAYS THE WHAT IN THE CLASSROOM: TEACHERS intuited how already Many teachers have surprising. hardly are of us, these findings some For recent surveyby to the of teachers conducted learning can be: according beneficial game-based Cooney Center Ganz at the Joan Vaala and Sarah Takeuchi Lori MindShift Guide To Digital Games + Learning \ Page 11 of 41 iStock SCREEN TIME AND YOUNG CHILDREN: WHAT THE RESEARCH SAYS THE RESEARCH SAYS WHAT SCREEN TIME AND YOUNG CHILDREN: makes sense for older students, but that implementing game-based learning people agree Most young in early childhood education? How a place have screens kids? Do young what about really among that this is a hot topic know you small children, have you time? If for screen is too young see Others time will ruin their children. that screen moms and dads believe Some new parents. can teach, distract, and educate. gadget, a tool that parenting tablets as an exceptional than two years younger that children (AAP) recommends of Pediatrics The American Academy just time already, enough screen than get more probably time at all. Infants no screen old have their parents’ or peeking over Target aisle at the electronics through being pushed in a stroller addition, media. In electronic older kids, AAP suggests one to two hours per day of shoulders. For there making sure at home by zones ‘screen-free’ to “establish the AAP encourages parents turning off the and by bedrooms, no televisions, computers or video games in children’s are TV during dinner.” understand the we When things. oversimplifies the issue to an on/off switch reducing But caught in the same way of thinking are we way, media in such a polarized question of electronic food, imagined as a temptation become like junk Tablets time problematic. that can make screen it is only when the contrary, On from. gravitate to but need to be protected that children or teachers parents that provides a babysitter media is used to occupy children—like electronic complicated. with an hour or two of peace and quiet—that justifying its use becomes more MindShift Guide To Digital Games + Learning \ Page 12 of 41

does some of the same things a good kindergarten or preschool teacher would. does some of the same things a good kindergarten or preschool Videos can often carry the same baggage. We sometimes think that the motivation for showing for showing think that the motivation sometimes can often carryWe Videos the same baggage. when that maybe Or day. plan for the busy to properly too is that the teacher’s movie the class a documentary a for grading and preparation, needs an extra hour the teacher students can keep the reasons certainly good pedagogical are necessarily the case. There course, this is not occupied. Of in class. to use video content media in use video games and other electronic to good pedagogical reasons are Likewise, there sake—as if gadgets for its own ed-tech is not about employing It early childhood education. using tools better—but rather about or somehow innovative things more automatically make reasons of nostalgia apps for Avoiding specific learning objectives. toward that engage students may cause otherwiseor simple resistance academic early to miss valuable dedicated educators opportunities for their students. education, real question is not whether or not technology belongs in early childhood The but rather, how can we leverage the efficiency of digital tools to best serve the efficiency of digital young learners? leverage can we how but rather, both full of content are app stores Although the iOS and Android needs to happen carefully. It apps drill and practice literacy content. Many it is not all good labeled as “educational,” in good pedagogical practices. Lisa grounded and sounds, but few are letter recognition apps appear of the top-selling reading : “Most in Slate Levine wrote and Michael Guernsey as easy-to-teach tasks, such They lean toward to teach only the most basic of literacy skills. also need children that young competencies higher-level address identifying the ABCs, but don’t in a narrative.” vocabulary such as developing and understanding words readers, to become strong more might make parents Run or Temple adding the alphabet to popular games like Angry Birds Just to read. how teach their children necessarily but it won’t cards, willing to whip out their credit is a newfrom New blog series in a Digital Age Literacy in Children’s Investing Reading: Seeding Cooney Center at Sesame Ganz and the Joan Program Policy Education America Foundation’s “early education and parenting begun) looks at The series (which has only just Workshop. of digital marketplace will also scrutinize “the It harnessing new technologies.” that are initiatives how that may illuminate and bring information and analysis about “research products” ‘reading’ reading, the act of the learning of affecting media are communications technologies and digital resource valuable This will become a brain, in both good ways and bad.” and the reading reading, use of games and apps in their classroom. the to explore for early childhood educators who want Learn With apps out there. some great already , for example, are the meantime, there Homer In a provides It education reformer. a well-known Dua, Stephanie by app created is an iPad on how research a lot of great there’s know literacy curriculum. “I contextualized comprehensive find daughter wanted to learn, I couldn’t when my own “But says Dua. to read,” to teach children brings the best early was born. It when Learn with Homer That’s any suitable materials for parents. learning techniques together in one app.” Learn With Homer It is interdisciplinary in that it “combines learning to read with learning to understand the learning to read is interdisciplinary in that it “combines It sounds like and that learning what the letter “A” not only What does that mean? Kids are world.” they learn about zoo, where to the but also taking virtual “field trips” starts with “A,” “alligator” listen to voice discussing the subject matter, own their record alligators. They also draw pictures, and ideas. the letters, sounds, stories, and play mini-games that emphasize MindShift Guide To Digital Games + Learning \ Page 13 of 41 is an iPad app from MIT’s Media Lab that lets 5-7 year-olds create games and create Lab that lets 5-7 year-olds Media MIT’s from app is an iPad ScratchJr the foundation interface drop a simple drag and stories using to provide that is designed coding to be part of us consider of computer science, coding. Most for learning computer STEM us that the distinction between reminds It expression. but it is also a form of Media and ELA Resnick, head of MIT is an arbitrary Mitchel superficial one. and often and of Scratch creators and one of the Group Lifelong Kindergarten Research Lab’s of says, “When with the rest their ideas learn to write, they can share people ScratchJr, kindergarten Good that for young teachers understand too with coding.” the world. So and articulation of formal self-expression a love much about creating students, literacy is as necessary. Both are to write letters on lined paper. as it is about learning into a single app. sharing, and reading screen Kindoma combines video conferencing, you do in mind. The idea was that parents or traveling was designed with grandparents It there But together. reading to both enjoy order not need to be right next to the child in a fantastic twist on pen pals: Imagine uses for this app. classroom could also be many great Kindergarten teachers could partner in other parts with other classrooms of the city, online reading could have Students on opposite sides of the country. other states, even ways to use teachers will imagine tons of innovative Kindoma. Creative buddies through this platform. In addition, there are less comprehensive options: apps and games that can supplement the great great can supplement the apps and games that options: less comprehensive are addition, there In example education. For in early childhood happening already learning that’s non-digital • • kids that can be partyounger to plenty of games aimed at approach of a balanced are There , or Motion Boca, Toontastic Toca Check out games by technology in early childhood education. curriculum. well-worn enhance your ways to let these games supplement and . Imagine Math everything especially important—in where a digitally-connected world is the same time, it’s At as the importance start of text, language, and expression always on—that we children teaching so many options for stimulation and entertainment, to it is all too easy With early as possible. books. videos replace YouTube up believing that that grows imagine a generation of children types of communication. two different to the other; they are is not an alternative One important games and apps not only offers engaging opportunitiesyoung students to acquire for Using reinforces It skills. cognitive with refined to associate screens academic skills, it also teaches those students a foundationEarly education should provide than just distraction machines. more are the idea that screens for critical thinking, including thinking critically about technology and digital media. iStock MindShift Guide To Digital Games + Learning \ Page 14 of 41 Are not meant to be robot teachers, replacing the human-to-human relationship the human-to-human teachers, replacing to be robot not meant Are efficiently more and effectively teachers can use to do their jobs more tools that Are persistent skills through metacognitive to developing approach a different Provide and iteration of particular skill sets self-reflection virtual learning through simulation Offer experiential contextualized Can also offer an especially engaging interdisciplinary learning space By now, you’ve probably read enough to be convinced that it’s worth trying games in your convinced that it’s enough to be read probably you’ve now, By understand that games You classroom. • • • • • But the activities. among classroom reasons to include digital games so many great are There landscape of learning games is very no idea many teachers understandably have confusing and to begin. or where how digital games in the classroom. ideas for inital steps in using are Here STEP 1: ASSESS YOUR RESOURCES own (bring your a BYOD yours class? Is in your available have do you What platforms (hardware) be a full-class ll games Wi with? to work hardware school-owned have you or do classroom, device) full of learning activities? activity or just one station in a room on the a significant impact biggest determining factors, and it will have is one of the Hardware and cons, and few platform has its pros Each different use games in the classroom. way you decisions. of the purchasing actually in control teachers are How to Start Using Using to Start How Learning for Games Digital Brad Flickinger MindShift Guide To Digital Games + Learning \ Page 15 of 41 The Windows/Mac debate has been going on for decades. To me, it’s like arguing To me, it’s debate has been going on for decades. Windows/Mac The point A to point from get you can reliably both and a Mercedes: a Honda between If has a lot of luxurythe ride smoother. additions that make B, but the Mercedes If experience, go with a Mac. deluxe for a more willing to pay a premium you’re option albeit with a powerful laptop is sometimes a much more Windows not, the bumpier ride. Chromebooks are basically web browsers; they can run any web-based software, but they can run software, any web-based browsers; basically web are Chromebooks price point. and a lower is less technical problems little else. The advantage in the However, options. of popular software run a lot you can’t The sacrifice is that or Windows common than more options are world of learning games, web-based is adequate for many of the best therefore, specific options. The Chromebook, Mac learning games. students a popular game that introduces Windows, Spore is and using Mac you’re If maker of the popular smartphone to the basics of biological adaptation. Duolingo, on any laptop that will work version also makes a web-based language-learning app, literacy platform responsive And Lightsail is web-based (including Chromebooks). about. that many teachers rave – , tablets or an Android an iPad Whether it’s reasons. for lots of different great work Tablets still mostly used for entertainment interface devices, which and are offer a touch screen The old processing. not necessarily for word makes them a good choice for gaming, but single-use devices. paradigm of one desktop PC for everything by being replaced is quickly majority of the largest selection of educational games, and at this point, the have Tablets , for example, Pizza! Math: Motion here. seem to be focusing their attention developers is Toontastic basic arithmetic. And tablet drill and practice app that contextualizes is a great animation and storytellinga simple drag and drop very kids app that will get even young stories. thinking about writing their own of a portable no denying the convenience multi-use virtues. their Laptops have There’s operating systems: Windows, different are There power. device with lots of processing . Chromebook Mac, – – is the best example of a hybrid. Surface hybrids, too, and the Microsoft are There laptop. Windows attachment) as a full can function as a tablet or (with the keyboard It tablet versions, Windows making not yet are most tablet game developers Right now, is verydedicated to serving Microsoft but this will likely change in the near future. the private completely , a truly for Education ad-free, (check out Bing education market engine for students). search If you’re fortunate enough to make decisions about which hardware to use, I’d recommend a recommend to use, I’d fortunate decisions about which hardware enough to make you’re If to them with exposure Provide siloed into one platform or another. be shouldn’t variety—students of computing devices. a variety • • • the how need to know you’ll your search, begin you can even is that before The key point here options. impacts your hardware iStock MindShift Guide To Digital Games + Learning \ Page 16 of 41 ,” writes one teacher from Virginia. writes one teacher from for fractions,” birds’ based math app is like ‘angry Visually STEP 2: FIND GAMES STEP 2: for to search can begin you disposal, at your have you hardware what kind of know you Once Play Google the that searching apps for a smartphone, tried to find you know if you’ve games. But can app stores and Mac Windows likewise, can be overwhelming; the Store or the iOS App Store also be frustrating. it still feels and/or categories, education-specific stores added have While all of these companies placement and some of for featured can pay the big players like shopping in a department store: results. and pages of search buried at the bottom of pages options remain the best independent about the or information recommendations, reliable more get better, can you How So: available? games that are lesser-known has a long list of learning games. MindShift review blogs that regularly option is to read One as columns in Edutopia, blog, as well my Forbes can also read You and descriptions. game reviews Gamesandlearning.org. and TeachThought, Edudemic, EdSurge, everything, bloggers try who can afford the game developers hard to cover no matter how Still, is a Where always going to get the most coverage. firms are public relations professional expensive first choice is My first? puts students, rather than profit, information that teacher to go for reliable not related that’s column on MindShift has a monthly app review Graphite (Disclosure: Graphite. to this series, and no paid advertising.) site full of listings and (in this case, teacher-sourced) crowd-sourced Yelp—a is like Graphite Sense Common Pai, Seeta to according objective, ratings of educational apps and games. The site’s amounts to educators the vast Content, is to reveal and Digital of Research president Media’s vice looking for the Teachers the bar of quality in the marketplace.” and to “raise of games out there’s and age level. by platform, subject matter, Graphite ratings right app can filter who other teachers reviews and comments from the editorial are The most useful features Slice Take, for example, of the games and apps. comment on the practicality and effectiveness a short-form to students in grades 2–5. Graphite game that aims to teach fractions Fractions, and cons. lists pros and support.It pedagogy, categories: engagement, rates it highly in all three can teachers use it?—provide How Is it good for learning? it like? review categories—What’s The included: reviews are For example, user usable information written specifically for teachers. “ is the easiest way to search be using, Graphite you’ll determine what kind of hardware After you games and apps into traditional down for games. The only limitation is that the site breaks you might miss useful but obscure your only source, but if it’s education categories. This is great, also important to keep reading it’s ways of thinking outside the common learning paradigm. So blogs tend to beholden to “newsworthiness,” they’re the blogs for outside-the-norm ideas. Because ed-tech. or seemingly revolutionary, innovative, the more cover MindShift Guide To Digital Games + Learning \ Page 17 of 41 Playful Learning Playful and are classroom specifically focused on games in the sites that are Two think of that can help you full of articles, videos, and other resources . Both are Educade to use the example, learn how For teaching. your ways to integrate games into creative to as an intro using Angry lesson plans for Birds game Quandary to teach ethics. Find you choose a game. reviews that can help They also have Physics. also good are of Play and the Institute Workshop at Sesame Cooney Center Ganz The Joan Center focuses on Ganz Cooney Joan places to look for information and support. The Play is focused Institute of digital media and learning. The and evidence around research on helping to bring a game-based mindset into our common education practices. or the development, professional for game design inspired Check out TeacherQuest to game-based summer camp-like introduction CoLab for a two-week MobileQuest curriculum design and ed-tech integration. once you But learning games to the classroom. to consider adding can feel overwhelming It worth be afraid to jump right in—it’s don’t But at the results. be amazed get started you’ll the effort! STEP 3: PLAY GAMES PLAY STEP 3: and make the way through it all Play play it. to play it. Really have a game, you After choosing it intimately. know you sure This is not in the same way. prepare don’t You as textbooks or handouts. not the same are Games can facilitate a class with the material that you familiar enough you’re about just making sure can provide that you enough the mechanics well is it about just understanding discussion. Nor preparing Instead, to operate the game. technical support, students understand how helping your play. to assign a game is about the game and the world of means investigating imagination. It involves is exploration. It Play you engage When it. that goes along with playing and excitement feeling the frustration, flow, also students, you not only try of your with the game, you the perspective from to see the game teachers can introduce students play, Before the material. the game presents understand how back to the teachers can refer game. After students play, with the concepts in ways that resonate games to introduce teachers use the When great particular way of conceptualizing an idea. game’s or project classroom effective another extremely material, those games become and/or reinforce when better, even Or teachers need to play the games themselves. to do this, order In activity. students. time permits, play alongside your STEP 4: FIND SUPPORT Still, most difficult. remains finding support but learning is getting veryGame-based popular, adding games to their adding games and learning tracks, or at least are education conferences is one development that professional recognize addition, most game developers ed-tech tracks. In tutorials and other materials for video often provide of the biggest obstacles to adoption, so they teachers on their websites. up specifically cropping a number of websites are there support general and resources, more For ed-tech. around teachers with resources for the purpose of providing • • • • MindShift Guide To Digital Games + Learning \ Page 18 of 41 Lisa Parisi describes how she uses games freely freely she uses games describes how Lisa Parisi in her fourth grade BrainPop from available with she ties it together how Note classroom. she describes the learning. Plus, project-based games. games to digital board transitions from eighth graders learn computer and Seventh classroom. Isaacs’ science and coding in Steve to teach game Mechanic uses Gamestar He the computer. it goes beyond design. But write up game plans first students His the games together after and workshop built. they’re The Joan Ganz Cooney Center has a great Ganz Cooney Center has a great Joan The using teachers are video series about how this video, In games in the classroom. Levin talks about the way he uses Joel classroom. in his second grade MinecraftEDU a structure creating clear that it involves He’s designing activities that with boundaries and meaningful experiences for learning provide the students. uses games for sixth Stevens Ginger how See to Learn grade special education at Quest that she environment school. The immersive spotlights in this video is especially interesting; us that game-based learning doesn’t it reminds always mean kids glued to a computer screen. to get an idea of what Studies Case Video Games: With series Teaching Check out the entire doing with games in the classroom. other teachers are STEP 5: SEE HOW OTHERS DO IT SEE HOW OTHERS STEP 5: it. doing are some colleagues see how comfort if you help your might level It Steve Isaacs Reach For The Sun Ginger Stevens Joel Levin MindShift Guide To Digital Games + Learning \ Page 19 of 41

learning games is vast and confusing— and The landscape of learning games is vast at Moving and changing rapidly. growing and it’s Many teachers are excited about trying about excited games in teachers are Many to begin. where know but don’t the classroom often are games industry, the pace of the software updated and iterated so that new replaceupdated and iterated so versions had a chance to even you’ve familiar ones before routine. classroom implement them in your

can help contextualize future learning. Satisfying any one of these criteria, without the others, is problematic. learning. Satisfying future can help contextualize reason, when it comes to games, many teachers areBut for some The same is true games. for learning “fun.” and “cool” between confused about the difference aesthetics: the art, design, sound not the same thing. Cool has to do with a game’s Cool and fun are be seduced by to be fun. Don’t not need to be cool in order a game does et cetera. But characters, narrative, magazine with People coolness a priority is tantamount to choosing to teach literature the spectacle. Making gossip would satisfy the engagement criteria, but it pop culture it. Sure, because the students like to read satisfy any of the other academic criteria. wouldn’t our primaryare we criterion, it’s wrong with cool, but if nothing There’s Think about games the same way. them to Help they are: meet the students where catering to our students instead of challenging them. Don’t cool. fun rather than games that are Look for games that are one place to another. from incrementally move Digital a to Choose How Learning Game And teachers have busy schedules. We have barely enough time to complete our prep or even to provide or even enough time to complete our prep barely have We busy schedules. And teachers have deserve.students with as much written feedback as they such unfamiliar territory Exploring as games for and underpaid teachers, overscheduled For and energy. of time learning takes a considerable investment time is our top priority. and face-to-face classroom scarce, time and energy is already available our teaching strategies can cause us to miss reinventing the other hand, not exploring, updating, and On it, and a good teacher is love all chose teaching because we We students. opportunitiesvaluable to reach experience. the classroom to improve constantly motivated CRITERIA AND DISTINCTIONS CHOOSING GAMES: INITIAL Both engagement and academic rigor tightrope. the right game can be like walking the teachers’ Selecting them. is often tension between need to be priorities, but there For example, to mediate when picking a text. be forced English teacher might This is the same tension an that it will to a class of sixth-graders, the chance “Ulysses” Joyce’s as much as I might want to assign James slim. They would likely strugglewe would with the complexity of the language and engage them is pretty that would not would be an uphill battle against student boredom the thematics. It be able to address hardly serve anyone. curriculum considers the particular are students in the class and chooses books that literature A great important canonical touchstones that academically challenging, and provide simultaneously fun to read, the right game? What criteria should you use criteria should you What the right game? new vitality. But how do you go about choosing you do how But new vitality. Games are great tools that can add a spark of add a spark tools that can great are Games to pick a game for your classroom? to pick a game for your MindShift Guide To Digital Games + Learning \ Page 20 of 41 enjoy them. No them. No enjoy . Paradoxically, the games that seem the simplest are usually the most complex. usually the most complex. the games that seem the simplest are . Paradoxically, matter how advanced your understanding of the subject matter, a good game should still be fun. understanding of the subject matter, your advanced matter how Trouble and Wuzzit understood algebra and number partitions for decades, but DragonBox I’ve All good games offer still challenging puzzlers that I like to fiddle with on long airline flights. are are for learning: Players so well games work fact, this is the reason ways. In challenges in intuitive mechanics. the game’s to identify and succeed at understanding intrinsically motivated game designers call the collection of rules what that produce and structures are “Mechanics” components in the way that defines the game’s The mechanics organize the actual gameplay. matter is always good learning games, the subject an impact. In will have actions a player’s how mechanics and the game’s Learning to navigate embedded into the mechanics themselves. same. one and the learning the academic subject matter are topic onto existing game mechanics. They might games sometimes attempt to simply graft a Bad works. never . It Run , or multiplication tables to Temple to Angry Birds add vocabulary words trick students into The best learning games teach in the same way good teachers teach: They don’t in learning a subject. they help students find genuine excitement being interested, ARE YOU COMFORTABLE? a subject, students need to be comfortable in learning with to find genuine excitement order In teachers need the potential of learning games in the classroom, to leverage order the game. In need to assess comfort you’ll When choosing a game for the classroom, to be comfortable, too. factors not necessarily the same comfort are level And the factors that influence a teacher’s levels. that will influence the students’. the game is too complicated, If students, playability is the most important comfort factor. For trying time spend more games that seem playing. Look for to play than learning from they’ll simple to play They teach one action at a time, because they do a good job at instructing students slowly. That’s the students get it. Suddenly, steps, until the complex world of the game seems intuitive. in baby succeeded intertwined, they’ve because the mechanics and the academics are And simultaneously, in meeting the learning objectives. THE MECHANICS MATTER MOST THE MECHANICS MATTER Tryyourself and see if you playing them always fun. The best learning games are Brad Flickinger MindShift Guide To Digital Games + Learning \ Page 21 of 41 In order to facilitate this, teachers need to be comfortable, too. You should be comfortable not only You to be comfortable, this, teachers need to facilitate too. order In in the remain that you sure Make curriculum. it into your game, but also integrating playing the strategy. nor the assessment dictate the curriculum, the game to allow seat. Don’t curricular driver’s learning games as just one of many the best implementations see a curricular perspective, From to offer multiple entry combination of activities is designed learning activities. The points to a Each entrykey academic lesson. complex subject. single lens into a point is a perspective—a students a disservice. does your conversation to dominate the any one perspective Allowing strategies. disrupt not for games that do, current your already that enhance what you for games Look data assessment back ends that provide robust many games have When it comes to assessment, information about useful, providing play them. The data can be extremely about the students that need to make sure however, Teachers, the game itself. beyond well students that is applicable your to how the game to tell you allow strategies. Don’t assessment comfortable with the game’s they’re practices. current your it strengthens assess, make sure you’re sure Make efficient and effective. more work tools to make your the games are Remember, students explain to your you make sure And using you. using the game, and that the game is not of the classroom. and why the game fits into the larger context how to it relates understand how mean they but that doesn’t might play the game willingly, Students let it better, even chosen the game. Or, the time to explain why you’ve Take the other activities. it the game and how learned from students to discuss what they’ve be a class discussion. Ask your you never ways in that the game is working likely discover You’ll fits into the larger class context. imagined. could have iStock MindShift Guide To Digital Games + Learning \ Page 22 of 41 . The game was designed by GlassLab, in collaboration with NASA. It is aligned It is aligned with NASA. in collaboration GlassLab, by . The game was designed First, ask the broad questions: How and when a game can be used? and when a How questions: ask the broad First, What kind of game is best suited to particular learning objectives? specific: Then, be more Argubot One: Generation Mars argumentation and rhetoric, check out GlassLab’s For Academy Generation content. Mars and infused with STEM ELAwith Common Core standards game that combines a space-age storyline is a role-playing One about building a Mars demand that students demonstrate ordinarily While we animations. colony with great argumentation skills in expository it approach writing, modern education practices rarely in such an explicit way. a STEM-themed storyline, through ELA teaching the game is fundamentally standards “By Francisco Kievlan, a San Monticello Patricia wrote interdisciplinary in all the right ways,” these skills students how . “Showing the game for Graphite teacher who reviewed classroom bridge disciplines is a critical lesson, and that point is deftly delivered.” resource Sun. This The For Reach Games’ science, try environmental Filament For sciences and photosynthesis. management game is designed to teach plant life cycle and water. like starch and balance resources challenged to “become a plant” are Players winter hits.” bloom before flowers and make your leaves, sprout roots, your “Extend CHOOSING GAMES: FURTHER CRITERIA AND DISTINCTIONS CRITERIA AND GAMES: FURTHER CHOOSING learning games? matter when considering What criteria • • the school schedule. usually constrained by we’re activities for the classroom, When teachers plan think therefore, Teachers, framework. within this need to work we is set aside for class and Time a longer period over played games are video Most don’t. game developers in blocks of time; video individual sessions. into smaller down of time, often broken only for may play . Although you Brothers Mario iterations of Super Think about the earliest come back to start can and you progress your a time, the game remembers 30 to 40 minutes at mastery. toward remain on a long continuum Gamers left off last time. you just where again from does such a journey translate into the classroom? How Analysis, and Investment Map Age: K-12 Market for a Digital Games their report, In games. and long-form short-form makes the distinction between Cooney Center Ganz the Joan “transition time divided into 40-minute class periods, They point out that in a day that’s only leaves and time for instruction connected to curricular material frequently or discussion fit within that games can easily Short-form game.” 20 to 30 minutes for actually using a learning a multi-period commitment. time frame, but long-form games require the kinds of casual smartphone adults tend games that even games tend to resemble Short-form in created Devlin , for example, the game Keith Trouble to fiddle with during idle time. Wuzzit number partitions, experience for hours, students to actively can occupy a player to allow order in small doses, short-form games can serve for 10-15 minutes. Played or it can be played as great curriculum. Short-form and supplementing a teacher-driven examples, reinforcing interactive on a specific skill set or concept. focused best for learning when they’re games tend to work Think of them like brief simulations. • • MindShift Guide To Digital Games + Learning \ Page 23 of 41

, are great for teachers who are really are for teachers who great Lexica, are Amplify Learning’s tend to be more open-ended and intricate. These games often start intricate. These open-ended and and simply more tend to be provides an immersive experience for experience an immersive provides Action In Government Lane’s like Muzzy Games as a way of exploring of Congress play a member students to “role allowing students by and sponsor bills, trade in influence, awareness, Students American Government.” volunteers. The object donors, and meeting with lobbyists, The game simulates approval. to become familiar students requires a strategy game that It is office. to is to get reelected of U.S. government. processes with the mechanics and content, students typical classroom game like this supplements When a role-playing manifests as better in-game performance. their new They learn how knowledge see how the experience of digital simulation through works States of the United the government is The knowledge and taking quizzes. memorizing textbook blurbs rather than through is intrinsic. and the motivation contextualized Long-form games, such as classic free Players comfortable dependable access to newer hardware. have with video games and been trapped in an imaginary readingbook characters that have library By an evil empire. by the books, students learn what kinds of powers the characters can offer them. They are motivatedare can offer them. They the characters the books, students learn what kinds of powers that the books. Lexica is so comprehensive read the characters and to do so they need to to save comfortable for someone not yet with digitalthe sheer scale of complexity may be overwhleming familiarity with the that, like everything mini games even in Lexica, require are games. There characters and plots of classic books. Long-form games Long-form GanzJoan curriculum. The of an entire easily form the backbone time, so they can expand over by factor produced engagement to the significant “points research that recent reports Cooney Center both short-termaround unification goals and long-term The coherent learning games.” long-form long-form games addition, and ongoing commitment to class projects. In motivation leads increased creativity, solving, collaboration, thinking, problem “critical tend to foster skills like and communication.” • • can fit into either one of these categories. They are They can fit into either one of these categories. Platforms Game-based Creative Crossover example of a game that can is a great Minecraft flexible in the way they can be implemented. short one-time simulation-based can create Teachers be used as either short-form long-form. or assignments, or longer multi-period projects. over , also cross , or ScratchJr , Scratch Mechanic design and coding platforms, such as Gamestar Game these could introduce Teachers and can be used in either short-form or long-form applications. so that kids become familiar with the interfaces;platforms early in the year then the platforms can be to one another. to be related have even that don’t of projects for a variety the year used throughout iStock MindShift Guide To Digital Games + Learning \ Page 24 of 41 is not only the best- to a certain set of rules.system and arranging objects according Tetris games that began fairly simple puzzle game. Many selling video game of all time, but also a fact, almost all also puzzlers. In mahjong, Sudoku—are in non-digital versions—solitaire, no be completely random, with Otherwise, an underlying puzzle structure. games have they’d and not much fun. patterns whatsoever, Elements and DragonBox Algebra games like DragonBox . Great and Practice Games Drill difficult puzzles. Both of these types of games combine drill and practice with increasingly and non-digital games manipulatives Traditional suited to mathematics. especially well are Video easily translated into simple patterns. plentiful in math because those skills are are problems. of classic math versions to design interactive developers game technologies allow CHOOSING GAMES: WHAT IT CAN LOOK LIKE IN YOUR CURRICULUM LOOK LIKE IT CAN GAMES: WHAT CHOOSING , which offers ST Math Institute’s try could the MIND Research curriculum, like a game-based You I visited words. without using mathematical concepts that teaches program a playful game-based was partMath ST(spatial temporal) the curriculum. The kids of one kindergarten where classroom the penguin is not only the ST of the adorable animated penguin. Jiji because math” called it “Jiji feedback. informative providing pedagogy by part mascot, but also a critical Math of the program’s he can’t. wrong, when it’s the screen; across penguin can move is right, the When the answer transactional rewards. by no longer motivated are students feedback works, When informative not to pass the test. the problems, to solve motivated intrinsically they are Instead, That is, revolutionary. but it is not whistles of cutting-edge software has all the bells and ST Math of good teaching: interactivity, classic principles in three grounded it remains despite being digital, motivation. feedback, and intrinsic informative me to curriculum? “Video does the teacher incorporate the games into the games allow how So other students personal attention,” on academic content while I give keep some students working one station to another, from moving made her rounds, She teacher. the classroom said Lisa Pack, 15 or 20 minutes, Then, after with Jiji. working that wasn’t giving focused attention to each student with the students She immediately worked others on. Jiji and moved some students off she rotated Sometimes of the room. and then she continued to make rounds with Jiji who had been working of students, other times with individuals. with groups directly she worked CHOOSING GAMES: FINAL DISTINCTIONS of games. genres also different are There a pattern or identifying the most familiar kind of game. They involve probably are • Puzzlers understands the And once the player recognition. about pattern All video games, like puzzlers, are or from complicated levels), intricate puzzles (more either more pattern, the challenge comes from the puzzle. needs to solve in which the player changing the speed or circumstances When this happens, these games become • MindShift Guide To Digital Games + Learning \ Page 25 of 41

. But it works with it works uses it with second graders. But great for teachers is the same thing that makesdu great is a classroom-ready modification of the popular sandboxis a classroom-ready is a great example of an educational role-playing game. As the example of an educational role-playing is a great Strategy games are also often multi-player. And when it comes to learning And when also often multi-player. games are Strategy Games. Strategy HistoryMaking can or like Historia Games on history. them to be focused common for games, it’s key moments the armies, When students control of historical events. offer experiential simulations account of a chronological dynamic than just feel substantially more in geopolitics suddenly and research implemented alongside traditional lecture when well like these work battles. Games to understand for students strategy games offer an engaging motivation strategies. The long-form the material. and internalize very games are role-playing . Digital Think of Dungeons and Dragons Games. Role-Playing make the logistics however, platforms, Digital games. role-playing similar to dice-based of scenarios, and little pieces; these binders need for tons of cards, No easy and efficient. virtually. things can be employed Odyssey US: Cheyenne Mission What makes MinecraftE students of any age. only limited by is so open-ended that that the possibilities are it so popular among gamers: It and built toothpick Faires held mini Renaissance When I was a student, we imagination. your equipped classrooms, today’s In resources. time, space, and always limited by were We bridges. scenarios. For worlds full of interactive multi-player both teachers and students build entire City at the end of their school York to Learn school in New example, when I visited the Quest class usedMinecraft One in their presentations. that used Minecraft I saw final projects year, game is described, players become Little Fox, a Northern Cheyenne boy whose life is changed whose life is boy Cheyenne a Northern become Little Fox, game is described, players and U.S. military of white settlers, railroads, the encroachment expeditions. Think of it as by a 1866 and book that takes place between Own Adventure Your historically accurate digital Choose that makes something It youth. of a Cheyenne in the role imagine themselves 1876. Students and come with free US games are All of the Mission immediately relatable. seems initially foreign teacher guides. exhaustive like its game. Just example of a sandbox known is the most well Minecraft Games. Sandbox Certainly space but with virtual shovels. is an open-ended creative life-world namesake, Minecraft they want can do whatever the block world has unique properties (physics engine), but players within those parameters. MinecraftEdu many tools that it also provides version, than the commercial game, and is not only less expensive with the ability to adapt gameplay to established class curricula. teachers empower of MinecraftEdu, the creators Levin, one of Joel theirpolar ice blocks to model the potential impact of global warming. Another demonstrated system and sewage building a working engineering by understanding of urban water treatment blocks and then simulating rainfall and flooding. out of pixelated When developers add compounding puzzles to be solved through a series of moves, these games become these games of moves, a series through to be solved compounding puzzles add When developers • individual characters. These become to embody strategy games ask players Some • Some games offer a world of experience without clear objectives. These are called These clear objectives. games offer a world of experience without Some • MindShift Guide To Digital Games + Learning \ Page 26 of 41 , with . is a web-based software software is a web-based Mechanic Gamestar interfaceplatform with a drag-and-drop for kids to make their that makes it simple manipulating games. Successfully own that students requires Mechanic Gamestar sophisticated “systems learn pretty or systems-based problem thinking,” learn to mechanics” solving. “Game adjust settings and manipulate the components within between relationship a particular framework. a This list is certainly but it’s not exhaustive, good foundation. in mind: The common attribute of Keep learning games is that they all effective simulate systems. They teach students to understand academic concepts in how them. to the world around relationship engagement and Certainly this increases matters is that it but what really retention, in is about using knowledge an interdisciplinary way Digital or analog, game-based or not, Digital good teaching and learning is about considering the building social awareness, impact on a wider world. individual’s Let this list be a starting point to help games for to choose appropriate you classroom. your

Institute of Play and the Institute E-Line Media by games. Created own their Design is currently used in used in is currently Mechanic , Gamestar Foundation the MacArthur initial funding from games published and played 600,000 youth-created schools, with over than 7,000 more the the company states, “with created, was in 100+ countries. It 20 million times over learners to build technical, design is an activity that allows understanding that game and technological, artistic,suitable for our current social, and linguistic skills cognitive, world.” future Just as there are many apps and platforms designed to teach kids coding, there are also many also many are coding, there designed to teach kids apps and platforms many are as there Just it easy for kids to that make apps and platforms • From Level Up Learning: A National Survey on Teaching with Digital Games Level Up Learning:From A National Survey on Teaching MindShift Guide To Digital Games + Learning \ Page 27 of 41 . Imagine games like activities or . Imagine from the Games and survey the Games A recent from Council asked 694 Learning Publishing rank the major barriers teachers to identify and the are Here classroom. to using games in the list, and ideas about how top 10 obstacles they each one. to overcome 1. INSUFFICIENT TIME reported that of teachers percent Forty-five insufficient time is a barrier to implementing this game-based teaching strategies. But take that video games would concern presumes instruction.time away from - a matter of changing tactics and presump It’s can be integrated into everyday tions: Games - pres curricula because they enable teachers to ex- ent academic concepts in a contextualized, periential way or introduce that can either reinforce projects new concepts. 2. COST that cost is of teachers reported percent Forty-four all too true that teachers lack the It’s prohibitive. use their they need and often resources financial supplies. money to purchase own Overcoming Obstacles For Using Using For Obstacles Overcoming Classroom the Gamesin Digital teachers, not much that can be done to ameliorate this obstacle, though for motivated There’s fundraising sites can certainly provide Choose and other crowd-sourced like Donors resources Many are $1 to $10. ranging from fairly cheap, some options. The majority of tablet games are students to estimation skills. The cost of , a game that introduces such as Questimate! also free, educators who want to make it but for using any kind of new tool in school can be prohibitive, first step. happen, trying games is a great free Laurie Sullivan for overcoming them. for overcoming obstacles to implementation, and strategies implementation, and obstacles to inevitably come up around the very up around inevitably come real using games in the classroom, questions questions in the classroom, using games Even for educators who are excited about excited educators who are for Even MindShift Guide To Digital Games + Learning \ Page 28 of 41 3. LACK OF TECH RESOURCES 3. LACK to resources reported surveyed of teachers that they lack the technology Thirty-five percent with perception do more to have this might But teaching strategies. game-based introduce than reality. device-to-student ratio is corporations may push the notion that one-to-one Though some tech just go a long way with learning games with can Teachers the case. think that’s I don’t necessary, Follow together. collaborating and working in groups, can play the game a few devices. Students thinking about game impacted students’ the how to describe writing project it up with a group activities. Rotate on this while the others do non-digital work one group Have the subject matter. to another. one project students from your FIT CURRICULUM 4. HARD TO FIND GAMES THAT curriculum. games that fit the current to find hard reported that it’s Thirty-four of teachers percent to you of these sites allow for ideas. All three Learning, and Educade , Playful Check out Graphite that the Remember by grade level. and by traditional subject areas filter information about games look traditional teaching. Don’t for your reinforcement best way to use games is as a supplemental the same look for games that might approach curriculum. Instead, for games that will teach your perspective. a different from subject area SCORES TEST 5. EMPHASIS ON STANDARDIZED tests makes using on standardized that an emphasis reported of teachers percent Twenty-nine digital learning games difficult. to align games with standards. attempting this by been addressing companies have Game-design “standards and each one includes a for example, offers many learning games Games, Filament sets of they map to various of games and how Check out their PLEX Life Science suite map.” but do align directly to the test,” “teach fun, playful games that don’t These are science standards. with state standards. 6. NOT SURE WHERE TO FIND QUALITY GAMES to find quality games. where know that they don’t of teachers reported percent Twenty-seven than they want help much either; they want to sell games and apps more don’t The big app stores to help students. of these sites offer sophisticated ways to filter search (number 4). All three the sites listed above See ideas. for more Choose A Learning Game To read How and find specific games. Also, results MindShift Guide To Digital Games + Learning \ Page 29 of 41 7. NOT SURE HOW TO INTEGRATE GAMES INTO INSTRUCTION GAMES INTO INTEGRATE SURE HOW TO 7. NOT games into to integrate how not sure that they’re reported of teachers percent Twenty-three instruction—thus need for this guide! the the theoretical, game-based learning, and understand find ways to implement You’ll games to math and to apply how show we this guide, uses. In pedagogical, and practical games can facilitate interdisciplinary learning. as how , as well humanities education WITH TECHNOLOGY 8. UNFAMILIAR with technology. unfamiliar that they’re of teachers reported percent Seventeen about game-based learning focuses on digital media, but the Most of the writing okay. That’s City, York Learn school in New To the Quest need devices. At necessarily truth don’t is that you deal of their curriculum uses paper-based . A great game design is a way of thinking, a paradigm great also the their print and play games. There’s games rather than digital games. Check out without technology. classroom , which makes it easier to add games to your Smackdown Socratic SUPPORT 9. LACK OF ADMINISTRATIVE support that lack of administrative it comes to games when of teachers reported percent Fourteen in the classroom. to data to support can use the new the use of games, teachers and more research with more But that students on the median showed report example, an SRI research convince administrators. For you make a strong can help research tests. This kind of better on standardized 12 percent score administrator for using digital games to enhance learning. case with your SUPPORT 10. LACK OF PARENTAL support of teachers surveyed for games in the classroom. a lack of parental reported percent Nine by the small percentage; as evidenced perspectives, clearly not the majority of parents’ That’s Educational Families’ Learning at Home: Cooney Center report, Ganz a Joan more, what’s children say their of parents than half (57 percent) that more in America, showed Use Media to account for their use teachers may have educational media. Still, from lot” learned “a have demonstrate to parents startof games for learning, and in those cases, I suggest you slowly, using these tactics with evidence to back done with administrators) why you’re may have (as you working. it’s well time how over prove and you’ll it up, MindShift Guide To Digital Games + Learning \ Page 30 of 41

“It gives the kids a visual,” Gilbert said. Gilbert the kids a visual,” gives “It actually acting out and making “They’re decisions on things that people who lived had to ago would have thousands of years that games like acknowledges He make.” for class use all appropriate aren’t Civilization use them exhaustively. the time and he doesn’t about the high kids excited getting However, faced is a great stakes that historical figures jumping off point for writing assignments, learning. discussions, and interactive building their first city they “When they’re them, to look at the terrain around have to see if to look at the resources they have said. Gilbert this is a good place to build,” often make mistakes in the game and Students them correcting himself from restrains Gilbert out instead letting them figure immediately, often build Students wrong. they went where their cities on flood plains and watch as their understand get sick and die; they now citizens that choice would viscerally the devastation to ancient civilizations. That brought have them to tryexperience prompts a different next time. approach Profile: ILLINOIS Profile: SCHWARTZ BY KATRINA been using He’s Illinois. school in Normal, teaches Ancient Civilizations at a middle Gilbert Zack since 1995, but when he started gamehis classroom game simulations in playing the commercial its potential to get 6th graders hooked on history. IV for fun, he immediately recognized Civilization INTRODUCING GLOBAL HISTORY said. Gilbert can,” as you to make it as exciting want “Especially for ancient civilizations, you How Teachers are Using Games Games Using are Teachers How In The Classroom In The real taste of history“This is their first no concept of what the history for the world; most kids have is in time civilizations in different , students build up their own When playing Civilization other countries.” religion. and economy, legal, labor, government, categories: different periods, making choices in five iStock MindShift Guide To Digital Games + Learning \ Page 31 of 41 STATE STANDARDS AND TEACHABLE MOMENTS TEACHABLE AND STANDARDS STATE said. “WhenGilbert to the state game it all connects get into the you all starts connecting ,” “It math skills, but using in the game, they’re build monuments example, if students For standards.” what as the teacher need to know “You of such a symbol. artisticalso thinking about the relevance a have you said. “If Gilbert then set them up so they can succeed,” goal is for them and your expect.” you than knowledge going to gain more they’re good enough game, of ways to win or lose and students lots are there favorites; Gilbert’s are games [see Chapter 3] Sandbox some of the games are He also thinks commercial and critical thinking. off their creativity get to show is sometimes criticized game mechanics. Civilization rich graphics and strong best tools because of their can turn the flaw as a teachable moment. sees that accurate, but Gilbert for not being historically “You he said. experiences,” into learning be necessarily correct things that might not LEARNER VICTORIES TIME CONSTRAINTS VS. STRUGGLING to integrate games into the curriculum when says it can be hard Like many other teachers, Gilbert regimented becoming more are and state tests. “Things on standards the focus is overwhelmingly their time to rework have teachers don’t understands that many he said. He in the classroom,” comfortable with digital aren’t if they themselves whole curriculum to include games, especially game play. of learners, a variety reaching job is part of any teacher’s points out that the hardest Gilbert Still, noticed that while not all his and academic skill—and he’s stages of development all at different playing video games for class, struggling shells and learners often come out of their students love of class helps in one area solutions. Succeeding some of the most innovative they can deliver prove projects. writing and group them gain confidence for other tasks, like which found research, Ganz Cooney Center Joan This anecdotal observation bears out in the for motivating a good tool they are of teachers who use digital games report that 55 percent translating into academic performance see this motivation too: Teachers students. low-performing performance on curricular subjects due improved of teachers using digital games saw 78 percent in extracurricular subjects. saw improvement to gameplay and 71 percent Maison elfique MindShift Guide To Digital Games + Learning \ Page 32 of 41 BY KATRINA SCHWARTZ BY KATRINA Language Arts school English games in his middle with some digital experimented Mai Tony York in New School 259 William McKinley High as part at Junior classroom of a pilot project comfortable with technology and likes him to participate principal chose because Mai’s His City. himself. to play video games BASICS REAL WORLD VS. EDUCATION SKILLS IN THE at a of employees to take on the roles students , required 2 Network game he chose, Sports One addition to the virtual gameplay, audience. In a younger to a product media company marketing Network the game. Sports on solutions they could use within research students had to do offline life within the context of real but places the skills ELAis aligned to Common Core standards, Mai said. “I saw highlight importantread fake email and things on screen,” tasks. “They had to vocabularywords using context clues.” out difficult ability to figure with students’ improvement motivated. more also said students stayed He skills they the them how quality of the game deeply engaged students and showed The immersive it was those same game qualities that made said. But world, Mai learning applied to the real were standards, that a game maps exactly to the the basics. The more covering him wary that he wasn’t educational software, it resembles and the more the less game-like it becomes, he acknowledged, not a game. TIME IS THE BIGGEST BARRIER started to fall behind the other 8th slowly time and Mai Also, playing the game took precious willing to make does take someone who’s grade ELA teachers on the mandated curriculum. “It said. Mai while using these games in the classroom,” is covered of the curriculum the rest sure a jam-packed curriculum that can cover they to make sure of pressure under a lot are Teachers thing to do, something extra or supplemental. make any game feel like one more all the other addresses that their curriculum already the end of the day if the teachers know “At why said. That’s Mai in the classroom,” a need for the game there’s feel then they won’t standards, will get the most to standards data tracking and clear corollaries he thinks games with robust making on a specific want to be able to see the gains that students are teacher buy-in. “Teachers Mai said. skill and be able link it to a specific question or part of the game,” WITH SHORT-FORM START Ganz in the Joan being met is mirrored Concerns about time and explicit instructional standards variety, using learning games of the immersive teachers are “Few Cooney Center report. to deep exploration and participationthe kind that lend themselves in the types of activities that in the Takeuchi writes Lori didactic forms of instruction,” set digital games apart more from using short-form teachers instead report games that students “Most summary. executive report’s While lack of time is a likely explanation, teachers may also can finish within a single class period. find shorter-form games to be easier to map to curriculum standards.” Profile: NEW YORK NEW Profile: MindShift Guide To Digital Games + Learning \ Page 33 of 41

PAUL DARVASI BY PAUL What would participatory told the story have ” as a game? Odyssey of “The would Homer How Odyssey” raised in classics like “The ancient times? Learning about the lessons learning look like in startedthanks to a handful of educators who have experimenting perspective, is getting a fresh learning system that as an immersive can be used games (ARGs) alternate reality with how a Fairfield Fallon, John game play. and real-world digital technology, combines rich narrative, CountryOdyssey” learning to “The teacher and game enthusiast, brings game-based School Day . of Odysseus the Journal Finding called Dolus: with a game he designed AND FUTURE PAST A BRIDGE BETWEEN in the fast for a generation reared educators today struggle to keep the classics relevant Many game bridges the classical past with the and video games, and Fallon’s paced world of Internet about the adventures reading students. Rather than merely 7 English for his Grade digital future channeling the skillset of class, students can walk a mile in his shoes by in English of Odysseus must Students and outwitted the Cyclops. Horse Trojan who masterminded the hero the Greek solving to succeed in an ARG. problem and creative critical thinking, resilience, exercise , a video game that incorporates World TheFallon while playing Secret The idea came to Fallon. remembered all hit me at once,” puzzles. “It to help solve searches browser real-world real world information in a fictional puzzles, the use of “The portability ARG of cross-media the game about the of puzzle solving. Immediately, game world, and the ancient Siren-song was born.” crafty thief who stole the journal of Odysseus WORLD-BUILDING COLLABORATION story about the theft with a bogus BBC News narrative his students into the game’s drew Fallon A riddle concealed within the article manuscripts. led players Greek ancient of recently-discovered the lost his trail of clues and re-assemble who challenged them to follow to master thief Dolus, QR codes, password-protected across distributed Clues and puzzles were journal of Odysseus. IT department He also enlisted his school’s Web 2.0 tools. variety of videos, PDF files and a puzzle required of unexpected ways. One hints in a variety teachers to help deliver and fellow to the lapel of pinned discovered players symbol, which a few perceptive Freemason finding a and passed password, him the correct they gave Once a practicing Mason. teacher, their History a key to help them unscramble a cipher that they received iconography, a quick test on Masonic unlocked the next step. feigned ignorance and never Fallon ethos common to ARGs, is not a game” to the “this Sticking research, had to identify, “Students caper. anything about the month-long admitted to knowing codes and ciphers. They had to parse difficult riddles—with no of different and master a variety their findings to and then synthesize multiple phase problems me—and solve guidance from said Fallon. succeed,” Profile: CONNECTICUT Profile: MindShift Guide To Digital Games + Learning \ Page 34 of 41 Historically, in fact, most ARGs, like most computer and video games, have been designed most computer and video games, have like in fact, most ARGs, Historically, are that because ARGs shows my research But simply to be fun and emotionally satisfying. virtual contexts, instead of in at least spaces, they almost always have in real-world played lives. our real the side effect of improving This type of elaborate puzzle solving is standard fare for mainstream ARGs. Originating in the early Originating ARGs. for mainstream fare is standard of elaborate puzzle solving This type who combine masters” “puppet teams called and run designed development by are 1990s, ARGs and fiction. reality blur the line between that narratives intricate to deliver and the real the digital of they negotiate a world puzzles while elaborate solve of agency as they deal a great enjoy Players to name exchanges, bench envelope midnight phone calls, and park and documents, phony websites everydaya few life. from that can make these games indistinguishable of the tactics learning objectives to accommodate specific tend to be scaled down of ARGs versions Educational teacher can motivated that any model shows a school setting. Fallon’s and operate safely within or a big knowledge, technical skills, specialized programming without design and run an ARG put this gaming software tools and digital web-based user-friendly, inexpensive or budget; and free lets educators of ARGs the modular nature Additionally, reach. within educators’ option realistically them to choose elements they want to make their game, and allows simple or complex decide how circumstances. that best suit their unique elementary from can be played school to college, most existing educational examples While ARGs and build to begin kids where transition of period developmental a “It’s schools. middle in found are Colonies the United , who helped produce Higgin Tanner said Dr. critical thinking skills,” exercise and inhibitions that set in with by the social pressures untainted relatively still “They are ARG. to the traditional school model.” also less entrenched/acclimated older and they are growing this newcombines learning system ARGs, the paucity of studies specific to educational Despite game-based learning, research: body of supportedby a growing whose benefits are ingredients three is of “Reality author McGonigal, in education. Jane embodied learning, and the use of transmedia video games and ARGs: draws one distinction between Broken,” A MODEL OF MOTIVATION in his motivated not typically noted students who were but Fallon for everybody, not are ARGs hours at home to untangle a conundrum. some laboring into the wee class kicked into high gear, , students had to evince the very to succeed in Dolus qualities that helped the cunning Odysseus To a tenacious all, he’s but, above is mortal “Odysseus and without superpowers on his journey. prevail is put into seemingly impossible situations and, through “He explained Fallon. solver,” problem sheer human ingenuity and persistence, he finds a way out.” Fallon noticed to conclude the unit. Odyssey” adaptations of “The creative their own wrote Students traditional, deliveries past, more over work in the quality of the students’ a substantial improvement clever more Odysseus versions of of the lesson. “They did a better job of making their individual who bashes his way through cutout hero rather than just a cardboard solvers and better problem own in problem solving of their having experienced some difficult This likely stems from problems. similar circumstances.” narrative The multidisciplinaryEnglish class, as ARG potential for these games ranges far beyond rang of subjects and learning outcomes. to accommodate a broad and content can be tailored MindShift Guide To Digital Games + Learning \ Page 35 of 41 Administrators operating in a risk-averse climate of national standards and testing want and testing want national standards climate of a risk-averse operating in Administrators to accompany any new learning outcomes and assessment strategies to see clearly defined teaching strategy. they about how that teachers think differently also take time to plan, and require ARGs their instructionaldeliver material. and schools, making them classrooms often custom crafted to specific are ARGs Good Fallon said. into difficult to transfer environments, new designs will experimentation, dedicated technology and user-friendly ARG study, Further but also open the door for other dynamic, immersive hurdles, not only help overcome games that combine digital media and reality. educators and game of the collaboration between Colonies is a product United City and CICS York New to Learn in schools like Quest designers; a model espoused by game and where a future These charters might be forecasting in Chicago. ChicagoQuest in conjunction personnel who work designers become standard learning environment feasible. more like ARGs initiatives with teachers in schools and districts, making more who relies is a model of the autonomous teacher-designer, Fallon John Alternately, knowledge. than specialized and resourcefulness on holistic creativity A RETHINKING OF ROLES A RETHINKING learning potential to invigorate huge have ARGs convinced that educators are Some challenges : some implementation are but there environments, • • • of teachers and schools: of the roles may also occasion a rethinking ARGs • • the opportunity may welcome and invigorate their practice to engage their students Teachers book and, like Odysseus’s need only take a page from we outlet. Perhaps with a unique creative with resilience. adversity overcome and solve, boundaries, problem our students, push the creative John Fallon MindShift Guide To Digital Games + Learning \ Page 36 of 41

BY KATRINA SCHWARTZ BY KATRINA six class in Alberta, grade immediately find come to school and Canada in Caryn Swark’s Students rescue has been kidnapped and they must the king a fictional world where immersed in themselves skills. as they master different up” “level they the year and throughout avatars have him. Students GAMIFYING CLASS Profile: ALBERTA, CANADA ALBERTA, Profile: also using is Swark no surprise that it’s part is This gamified environment of the class DNA, so a “There’s teaching. she’s students engage and connect with the material digital games to help said. “I try those games as to avoid Swark in disguise,” basically worksheets lot of games that are GilbertIllinois, in Zack Like stupid.” really games and kids aren’t not much as possible. They’re especially if games, lots of educational merits to some commercial are there believes Swark and skills. to build on game narratives about how teachers think expansively , a game that is Village Layton and the Curious DS games like Professor uses Nintendo Swark and puzzles. The first time she math problems embedded with a novel basically like reading she had asked to things similar some of the puzzles were was struck how by it, Swark played and math, doing lots of reading Layton, they are When kids play Professor students on worksheets. but they like it. world where Prodigy a wizarding math computer game, is built around , a commercial Similarly, integrated, a little more wishes the math were Swark solving math problems. students do battle by of thinking about a checklist of engaging. “Instead but students still find the game fun and said. Swark this fits into what I need,” to meet, I think about how curricular needs that I have IN PERSISTENCE AND ACCEPTANCE PAYOFFS gameplay, learning through in what they’re interested kids more has found that not only are She open to trying more over and are together better, work longer, but they stick with tricky problems see doesn’t Swark when a student fails within the game and lower again. The stakes are and over any of the test anxiety that has begun to plague her students. grade six and blocks for kids who get to things in terms of game play helps get through “Framing students gravitate seen her weaker said. She’s Swark learn,” convinced that they can’t already are one part goals to break year-long of her are Games gameplay and make significant gains. towards if they try. students of the notion that they will fail even games into the classroom has often found bringing Swark As a female teacher and a “gamer,” alienated socially students who are to her male students. Additionally, helps her connect more . become popular because of their abilities to help others in games like Minecraft have book, to try Lee Sheldon’s got inspired after reading games in her classroom Swark and jumped in feet first. Game,” as a Designing Coursework Classroom: Multiplayer “The asking her students to do with just as she’s her failures, built on her success and retooled She’s supportive than she expected, so been more and administrators have Parents their schoolwork. reading. rs use fan fiction to encourage struggling of reade suggested that parents even she’s MindShift Guide To Digital Games + Learning \ Page 37 of 41 A PLACE TO START A PLACE is when an educator those cases, or In such supportive in environments. work not all teachers But , Graphite rating sites like check out game that teachers recommends hesitant, Swark more the grade to choose games that clearly align with Media, Sense Common run the nonprofit by educational games and work to start easier with overtly also says it’s they teach. She and standards games. open-ended up to the more who a lot of people online “There’s other educators. a lot to learn from there’s she says Lastly, find you can games and making lesson plans involving “They’re said. Swark stuff,” doing this are hours.” spend the time playing a video game for to have don’t those and then you From Level Up Learning: A National Survey on Teaching with Digital Games Level Up Learning:From A National Survey on Teaching MindShift Guide To Digital Games + Learning \ Page 38 of 41 , a public high school located in the coastal city of Bergen in located in the coastal city of Bergen , a public high school she welcomed the opportunity, she welcomed open arms. with A SCHOOL FOR THE FUTURE Two years before the school opened in 2010, Principal Lin Holvik was mandated to build a Lin Holvik the school opened in 2010, Principal before years Two both the physical and curricular space for creating and she focused on school for the future, a modern building encased into The vision materialized teachers to experiment with video games. of transparency an atmosphere and translucent interior walls that convey in high glass windows a sociocultural view have “We pedagogical philosophy. the school’s and openness which reflects together. and constructing in sharing believe knowledge “and explained Holvik, of learning,” to fail should be much more that freedom and believe encourage innovation also strongly We been used to help foster collaboration and an have video games And so fittingly, emphasized.” . for the art of failure appreciation for a long time,” in the potential of games in school of and interested aware been well have “We when English DNA. So part of the school’s video games were added, describing how Holvik using the history her about approached simulation Aleksander Husøy teacher Studies and Social IV game, Civilization PAUL DARVASI BY PAUL a moral by studies class, absorbed religious seniors sit in a high school of Norwegian A group is Staaby, Tobias conundrum Their teacher, apocalypse. unfolding in the midst of a zombie Walking, which depicts a Dead the critically acclaimed video game, The from a scene screening and running low are of rag-tag survivors: group the Supplies confronting knotty ethical dilemma 10 hungryWho should eat? are mouths to feed. to ration, but there left are only four food items The leader? teen? The children? The grumpy old guy? The injured one of the concepts to justify their choice with a consensus, they have the students reach Once situational ethics, guided by their decision Was moral philosophy. learned from they’ve used video games are commercial This is one instance of how utilitarianism or consequentialism? Secondary Upper Grieg at Nordahl Norway. BUILDING Profile: BERGEN, NORWAY BERGEN, Profile: Doug Kline MindShift Guide To Digital Games + Learning \ Page 39 of 41

contemporary available from Valve, the game’s publisher. the game’s Valve, from available ’s flexible level editor. “Should we have a large mass and height? Drop 50 kilogramsDrop a large mass and height? we have “Should editor. flexible level 2’s Portal holds a unique value in letting students experiment with “what if” with “what in letting students experiment holds a unique value scenarios to see how and reflect on resolution strategies. “Though the model is not a perfect representation of the representation “Though the model is not a perfect resolution strategies. on and reflect challenges players to solve elaborate puzzles in order to escape the labyrinthine Aperture Science Aperture to escape the labyrinthine elaborate puzzles in order to solve challenges players Civilization THE WORLD AT YOUR FINGERTIPS AT THE WORLD to follow for his colleagues paving the way Grieg, Nordahl with video games at teaching pioneered Husøy history-based his playing credits lifelong gamer who a video games he’s teachers today, suit. Like many and Relling Vegard teamed up with colleague to major in political science. He as a factor in his decision English, unit combining Norwegian, cross-curricular IV as the linchpin in a four-week used Civilization and Social Studies. and Social elaborate interface. This might seem like getting students up to speed with the game’s The first obstacle was support the idea that learning to play a complex but studies increasingly learning,” “real time away from process, ease the familiarization To calisthenics. in cognitive exercise a valuable game is, in and of itself, social observed the class’s altered Husøy which with novices, strategically grouped were experienced players There with this project. working through and collaborate willing to share became more dynamic. “Students This doing something unique together.” are of people spirit that occurs when a group a community grew co-constructing sociocultural aim of knowledge. into the school’s well unintended consequence played by the required elements language and culture English useful in fulfilling both the IV proved Civilization colonialism, British simulations helped students better understand empire through curriculum. Playing explained that As for language acquisition, Husøy and US cultural hegemony. of English, the spread suited for in small chunks at a time, making it well terminology fairly advanced the game “introduces vocabulary work.” relations and customizable scenarios facilitated the study of international diplomacy mechanics The game’s outcomes to unpack various through . The class built simulations then played Studies in Social conflicts feels He said Husøy. students a deeper understanding of the subject matter,” world, the game gives real that or social policies affect and alter the course of a nation. like political structures changing variables in games, video gamereflected on gender issues students note, as The unit concluded on a metacognitive and limitations of video games as a medium. addiction, and the unique affordances IN PHYSICS REDUCING RESISTANCE 2, a Kristoffersen decided to experiment with Portal physics teacher Jørgen work, Husøy’s by Encouraged educational licenses that came at no cost due to the free venture 2 Portal tractor beams, time jumps, and teleport lasers and Laboratory manipulate cubes, redirect complex. Players physics engine. game’s on the walls, all of which rely through freely designed physicsvariables affecting in-game object behavior and with class played Kristofferson’s experiments with said Kristofferson, illustrating how shorten the height,” kicks in–let’s the air resistance 50 meters? Oh, from of gravity. with the power his students toyed he said, “but the game gives them,” replace important and the game can’t world experiments are “Real by a computer to simulated are mechanics laws of physics, where on the perspective students a different of discussion when the laws of physics are source a great can also be It gaming environment. a realistic create and transforming what might be reality, the simulation deviates from think about how Students broken!” shortcoming into a critical thinking opportunity. as a game’s perceived MindShift Guide To Digital Games + Learning \ Page 40 of 41 century independence movement century movement independence th HUNTING, GATHERING AND SURVIVAL GATHERING HUNTING, ethics to from teach units ranging uses video games to Staaby Tobias Husøy, by Also inspired chocolate than more games as something “I wanted to use video history. and cultural narrative useful and engaging as regarded important are that video games he said. “It’s ,” broccoli covered games that would not end, he uses popular commercial that To right.” own learning tools in their seem suitable for the classroom. outwardly and sorcery set in a rugged, game, is action role-playing , the sword Skyrim V: Scrolls Elder this leverages natural landscapes. Staaby that echoes Norway’s wilderness Scandinavian-inspired nationalism, a 19 romantic Norwegian connection to teach that set out to document uniquely Norwegian cultural elements and natural settings to affirm elements and natural settings to affirm cultural uniquely Norwegian that set out to document in the wilds of Skyrim students explore their historic predecessors, Like their national identity. “Video nationalism. of romantic landscapes that aligned with the aesthetics and of features search romanticism to look for traces of national have You up front. the answers you games do not give potential for an identifying a video game’s explained Staaby, itself,” does not come by . It in Skyrim and participatoryactive to learning. approach class. Us in his literature survival also used the post-apocalyptic zombie game The Last of Staaby its intricate storyline which his character development, and engaging swooned over Critics a few differences. of literature—with traditional work students studied much as they would any the first eight hours at home, and then completed the game together in class. They played and reduced visibly moved that his students applauded, were reported Staaby class play, During events that I could not imagine all were final moments. “These to absolute silence in the game’s together.” a novel or read watched a movie having happened if we LEARNING A GLOBAL MODEL FOR GAME-ENHANCED as the learning is not based on games, misnomer, each case, game-based learning seems to be a In them. but enhanced by and modified to support opposed to curricular goals, as repurposed games were Commercial texts valid course, learning can and should also be based on games, as they are driving them. Of but it is importantthat can be studied in and of themselves, to see video games as elastic tools their intended purpose. whose potential uses exceed Ministry on behalf of the Norwegianof Education, which works Center for ICT in The Høie Jørund and has designated two officials, takes video games seriously, now Education, to undertake to integrate games in schools. a national project Guttormsgaard, Vibeke and Skaug teachers with game experience, and with time to plan and develop young team of “With a great shines as an example and an inspiration to other now Grieg Nordahl their game pedagogy, a teacher guide for the games developing that they are added Skaug said Guttormsgaard. schools,” Grieg. Walking 2, in collaboration with the gamer-teachers at Nordahl Dead and Portal , The Civilization to learning, but also invite the walls not only speak to its open approach transparent The school’s of the country—and video games can play an rest perhaps the world—to look inside and see how important in the school of the future. role Guide to Digital Games + Learning

WRITTEN BY PHOTO CREDITS Jordan Shapiro Getty Katie SalenTekinbaş iStock Katrina Schwartz Brad Flickinger Paul Darvasi Erin Scott Laurie Sullivan EDITED BY Maison elfique Tina Barseghian Doug Kline Ki-Min Sung

COPY EDITING BY Reece Michaelson

DESIGNED BY Zaldy Serrano

The MindShift Guide to Digital Games and Learning is made possible through the generous support of the Joan Ganz Cooney Center and is a project of the Games and Learning Publishing Council.

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