Activities for Teaching Innovation: Game-Based Learning in the Classroom

game-based learning

It can be a struggle to continually maintain student engagement in the classroom. Game-based learning is an excellent way to boost engagement, but it can be tricky to know how to get started. Fortunately, there are faculty leading the way in game-based curriculum – with impressive results.

Cheryl Bodnar, Assistant Professor of Experiential Engineering Education at Rowan University and VentureWell Faculty Grant recipient, is a longtime implementer and advocate of game-based learning. Gamification became a go-to pedagogy for Bodnar when she noticed that students quickly engaged in game-based learning; they were hooked while wanting to master the game. Her classroom successes were supported by literature stating that people who experience these types of authentic learning experiences retain information for months and years after.

Clemson University professors Erica Walker and Bre Przestrzelski worked with VentureWell Faculty Grant recipient John Desjardins to transition a Senior Design course from being lecture-based to being game-based. As Walker and Przestrzelski shared in a workshop at our OPEN 2017 conference, students in the game-based course learned the required material equally as well as the students enrolled in the lecture-based course. However, student groups from the game-based course had more positive working relationships within their teams and exhibited more entrepreneurial-related skills. Visit gamebasedbioe.com to learn more about the innovative game-based classes developed at Clemson University.

We recently spoke with these professors about best practices for game-based learning in the classroom. Below is a highlight of their key learnings and recommendations.

Collaborate with Game Designers or Adopt Existing Games

Educators shouldn’t feel pressure to reinvent the wheel when it comes to game-based learning for the classroom. One approach is partnering with professional game designers when incorporating games into a course. “Educators have a clear understanding of learning objectives, but don’t necessarily know what makes a game successful,” said Bodnar. “That’s why games they create can sometimes feel like work rather than fun.”  

Building partnerships with professional game designers can really help – and designers are typically very happy to help. Some examples of educational game developers include MIT’s Serious Games Lab, Kurt Squire, Schell Games, and Carnegie Mellon’s Simon Initiative.

Even if an educator has experience integrating games, Bodnar recommends looking for and adopting or adapting a game that already exists. “There are already many tried and true games available on the market,” said Bodnar. For a starter kit, she recommends the Innovation and Entrepreneurship Games Toolkit, which was created as part of the Ideas at Play Workshop at the VentureWell OPEN 2015 conference.

Consider Learning Objectives While Developing Game-Based Curriculum

Game-based learning is only beneficial if it relates to desired course outcomes. Bodnar always considers the learning objectives when incorporating games into the curriculum. The professors from Clemson used a Design Canvas to identify learning objectives or key takeaways for each lecture. “These are the points where the instructor might say ‘if you remember one thing from today, this would be it,’” said Walker.

Walker also suggests using games as a way to discreetly combine difficult course content with opportunities to practice different skills in a low-stakes, engaging environment. “Games can trick students into learning while they engage with the material,” said Walker. “The students benefit from experiencing an interactive classroom in which they actually learn material rather than just memorize it for an exam.”

Use Game-Based Learning to Boost Students’ Skills in Other Areas

Game-based courses also offer students the opportunity to learn or hone critical soft skills, which can be difficult to develop in the context of an engineering class.  A particular favorite of Bodnar’s is the game ROYGBIV. “This game helps students work on those important soft skills like oral communication and collaboration,” said Bodnar. “The game also breaks down social barriers and prepares students for the sometimes daunting task of networking during school and beyond.”

Clemson students also gained additional skills from the game-based course. “We saw students from the game-based classroom develop more positive working relationships within their teams,” said Walker. “Interviews with those students also revealed increased self-efficacy in areas relating to entrepreneurship and 21st century skills such as teamwork, perseverance, communication, and leadership.”

Plan When and How to Integrate a Game into the Classroom

It’s important to think about when and how to integrate games into a course to best meet specific learning objectives. For example, Bodnar sometimes introduces a game as an icebreaker to lead in to a specific subject without sharing topic specifics with the students; it’s only in the debrief with the students that the topic is revealed. She also incorporates a game in the middle of the class to break things up and reinforce learning that has already occurred on a specific topic.

For the Clemson course, Walker and Przestrzelski faced the challenge of keeping many students engaged in large classrooms. To help determine the right time to incorporate a game-intensive lesson into the class, the professors met weekly to address potential issues that may come up during the game play. The weekly meetups allowed the professors to brainstorm class facilitation plans and keep students on track.

Debrief with Students and Faculty Regularly

Successful game-based courses are often the result of an iterative design process. A key component of the process is debriefing with students and faculty. A debrief with students is important for two reasons: it’s helpful for them to process their learnings, and it’s insightful for instructors to hear how the students benefitted (or didn’t benefit) from the experience.

Walker and Przestrzelski also gained insights from weekly reflection time regarding what worked and what to do differently next time. That included soliciting feedback from students to help iterate and improve game plans. “We conducted several rounds of feedback and iteration to ensure that the games actually addressed teaching objectives and prepared the students for meeting the course requirements and doing well on the exams,” said Walker.

Game-based learning can help educators engage today’s increasingly tech-distracted students. Before introducing games into a learning environment, try to find or design the right game that aligns with the teaching objectives. Use game-based learning as an opportunity to help students develop other skills they normally wouldn’t gain in a lecture-based classroom. Ensure a successful integration of games into the classroom by soliciting feedback from students and other faculty to help fine tune the curriculum or the teaching process.   

Discover how other VentureWell faculty grantees have applied funding and support to pioneer new ways to engage students in STEM innovation and entrepreneurship here. Learn more about the Faculty Grants program hereInterested in joining the growing conversation around this and other emerging topics in innovation and entrepreneurship? Attend the VentureWell OPEN 2018 conference. Learn more and register here.

Content from this post originally appeared in two LinkedIn articles by VentureWell Senior Program Officer, Victoria Matthew: Using Game-Based Learning to Increase Student Engagement and How and Why to Integrate Game-Based Learning into Your Classes.

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