We can step up engagement in our classes by incorporating game characteristics and traits of a game environment. Some simple ways to begin include offering choice, multiple attempts with prompt feedback, and breaking large projects into manageable chunks.
Students of all ages like choices. As teachers we can offer a menu of projects to choose from, allow them to work on their own or with a partner or group, we can allow them to choose a role to play. We can also allow them to choose from various modes or platforms to demonstrate their learning.
In playing games, we often fail in a task, but the game isn’t over. There’s usually a way to get another life, another chance. When we get that additional chance, we use what we learned from the first attempt along with any feedback we received, and we try again. This time we’re more confident that we’ll be successful. Sometimes we are and sometimes we’re not. In a video game, we see our progress and our success reaching just a little further instantaneously which encourages us to try again and again until we master the task or level. We can offer that same type of situation in our units or modules. We can offer multiple attempts, provide formative feedback from the teacher, and from peers. Students need to see that they’re getting closer to mastering the task, so they don’t give up.
Another game characteristic that you may wish to employ is breaking large projects in to manageable chunks. Break it down to many small tasks or quests that can be tracked. Even the names given to categories, quests, or activities can mimic those used in games and a game environment.
These are just a few ways to modify our instruction using some of the successful tactics used by game designers for increased engagement and satisfaction.
Resource:
Rezzly – formerly 3D Game Lab – List of important characteristics in games.
Catalyst 