Game Development Reference
In-Depth Information
CONCLUSION
tivity not only reinforces the learning of
basic shapes and colors, but also aids in
the psychomotor development required to
complete the task.
Games can be used in variety of classroom settings,
from large group to individual activities, and can
be an effective way to gain student attention to
learn a specific topic or skill (Smaldino, Lowther,
& Russell, 2008). The purpose of this chapter is
to provide classroom teachers with the basic fun-
damentals necessary to create instructional games
targeted to specific courses and/or instructional
objectives, and to provide some guidelines for
creating computer games for instruction. Through
the introduction of computer games, students can
play to learn, and teachers can demonstrate mastery
of specific content demanding a high degree of
accuracy and efficiency in the classroom.
Games with the effective use of pedagogical
design principles can provide students a variety
of learning experience. Teachers can even design
and develop the games using Microsoft Office
software and specific applications such as Word ® ,
Excel ® , and PowerPoint ® . Therefore, students
can be quickly engaged in learning, and teachers
can use instructional games to meet the learning
needs of various age groups, cultures, learners,
and learners with disabilities.
Well-designed games are quite challenging
for the players while, at the same time, requiring
the application of particular knowledge or skills
(Gredler, 2004). Games can be motivating, chal-
lenging and fun to play. In addition, the games can
target specific course objectives. The development
and introduction of appropriate games appears to
complement and promote learning. In order to
enhance game-based learning, it is vital for game
developers to ground their designs on established
learning and instructional theories, and to make
sure related instructional events and experiences
are integrated within the game so teachers can
determine what factors have the greatest effect
on learner motivation and achievement.
Students name and create fractions by
clicking on parts of an object that represent
the fraction identified.
The teacher uses a problem template to
specify the type and range of problems
(addition using the numbers 0 to 5, for
example) and random problems are gener-
ated within the specific parameters for the
student to complete along with appropri-
ate reinforcement when needed. Random
worksheet can be developed for any learn-
ing level.
A graphic organizer is used to have stu-
dents identify words and pictures that be-
gin with a specific letter
Students complete and answer math prob-
lems displayed on electronic puzzle pieces
and remove piece of the electronic puzzle
piece with a correct answer. Solving the
problem under the puzzle results in earn-
ing bonus points.
Students solve electronic word problems
by selecting letters of the alphabet to spell
words from simple definitions.
Learning the alphabet by interacting with
the computer, singing, answering ques-
tions, pointing, etc.
Electronic Jeopardy for any topic
Electronic Tic-Tac-Toe for any topic**
Electronic Three in a Row for any topic
**The step-by-step procedure how to design
a 'Tic-Tac-Toe' game in PowerPoint ® 2007 or
2010, is shown as Appendix A, is one of the
sample computer games provided in this chapter
for teacher to design and develop.
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