Game-Based Instruction

​Game-Based Instruction
for language learning

Poll

How often do you use games in your instruction?

• Often

• Sometimes

• Rarely

• Never

• "simply learning through games" (TeachThought, 2014)

Game-Based Instruction

• "the application of game-like mechanics to non-game entities to encourage a specific behavior" (TeachThought, 2014)

• ex - leaderboards, point systems, trophies, badges, etc.

Gamification

Gamification vs Game-Based Instruction

Why Should We Used Game-Based Instruction?

1. Brain biology -  Adrenaline and Dopamine

2. Increased student:

   1. motivation

   2. participation

   3. engagement

3. Helps to promote a growth mindset

4. Learning from failure

5. Quick feedback

Multiple Select

What are some key benefits of integrating game-based instruction into the curriculum?

• Enhancing student engagement, motivation, and learning outcomes

• Promoting critical thinking, problem-solving, collaboration, and creativity

• Providing immediate feedback and progress tracking

Language Learning

How can we use games to support language learning?

"Language games require participants to actively use the language to solve challenges, answer questions, or complete tasks. This hands-on approach promotes active learning, leading to better retention and comprehension. Language games often introduce new vocabulary in meaningful contexts. This exposure to diverse words and phrases helps learners expand their vocabulary and use words appropriately. Through various game mechanics, language games encourage the correct use of grammar structures. Players naturally practice grammar rules while trying to construct sentences or communicate effectively." (Susan, 2022)

The Standards

How do we incorporate the standards into game-based instruction?

Let's start planning with this game in mind:​​
Guess Who? Type of game for Language Learning - Students use vocabulary to describe physical appearance of characters on cards

Multiple Choice

Why is it important to align the standards to game-based instruction?

• To ensure that the learning objectives and outcomes are met through the use of games
• To ensure that the learning objectives are not achieved
• To decrease student motivation and interest in the material
• To make the learning experience more boring and unengaging

Types of Games

1. Classroom-based (low tech)

2. Digital

3. Published

• ESL Games - https://www.teach-this.com/esl-games - This resource provides a number of different game ideas for learning and practicing different language related skills.

• Games for ESL - https://games4esl.com/esl-classroom-games/ - This resources also provides a significant number of games to engage students while allowing them to practice specific skills.

• Games to Learn English - https://www.gamestolearnenglish.com/ - Another website with helpful games ready to be use shared with students.

• EduCandy – https://www.educandy.com/ - An easy to use resource that allows teachers to create their own language games.

  • Tutorial: https://youtu.be/OD3q4lQaA-E?si=d7lMJ_ke6R8pI3vH

    
    

Not Just for Instruction

Games can reach all points of learning.

1. Instruction

2. Review

3. Assessment

4. Bloom’s Taxonomy

Multiple Choice

Why is it important to follow Bloom's Taxonomy?

• To provide a framework for educators to design effective learning experiences and assess students' understanding.
• To create confusion and frustration for educators and students
• To limit students' understanding of the material
• To make learning more difficult for students

Multiple Choice

What is the difference between scaffolding and differentiation?

• Scaffolding and differentiation are the same thing
• Scaffolding is for advanced students, while differentiation is for struggling students
• Scaffolding provides support and guidance, while differentiation tailors instruction to individual needs.
• Scaffolding focuses on content, while differentiation focuses on behavior

Scaffolding & Differentiation

"Scaffolding in education is a teacher-directed process that breaks large tasks into smaller, more manageable tasks, and uses frameworks or tools to complete them." (Kyne, n.d.)

"Differentiation is any way in which you change the content, presentation, environment or expectations of teaching and learning." (Differentiation and Scaffolding - Support for Schools and Settings, 2022)

Open Ended

Thinking about our Guess Who? type of game, how can we add scaffolding?

Open Ended

Thinking about our Guess Who? type of game, how can we add differentiation?

Planning & Creating

What do we need to consider when creating games?

• Students needs and learning styles

• Levels of English proficiency

• IEPS, 504s, other special needs

• Preferences - such as level of competitiveness, independent vs group games, types of games (ex. investigative, role-playing, etc...)

Planning & Creating

What do we need to consider when creating games?

• Bloom's Taxonomy and what type of game aligns with your objective

Planning
Video & Breakout

eHow. (2013). Language Art games for primary school: Teaching Language Arts & more. In YouTube. https://www.youtube.com/watch?v=OZgjAg7hVrY

Breakout into groups and start planning a game!

Open Ended

3-2-1 Activity - Write 3 things you learned. Write 2 things you liked. Write 1 question you have.

Word Cloud

Word Cloud: Just for fun - write 1-2 words that come to mind when thinking about integrating games into classroom activities!