Student Created Criteria for Games = Student Criteria for Classrooms

Back in August, I was one of the reviewers for an upcoming (2008) on electronic gaming in education. For more details on the book, reviewers, and timeline following the link here.

The reviewing process was interesting and the content of the chapters had a lot of potential. I'm sure I'll end up blogging about it once it finally comes out. But until then, there is one piece from a chapter that I wanted to discuss. Since this was included in the literature review, I'm not releasing any new findings or original work from the author.

The researchers cited within the chapter discuss components that could be integrated into an instructional activity or game in order to improve a learner’s intrinsic motivation for playing, these include the following strategies:

  • Challenge
  • Curiosity
  • Control
  • Fantasy
  • Personalization
  • Cooperation
  • Competition
  • Recognition
Considering these factors is useful not only in creating educational games, but also in designing our information literacy sessions and creating lesson plans. Research shows that these are the major components that students look for in judging the value and use of a game within an educational context. If students are creating the criteria that engages them, we as educators should take notice.

I am currently working on redesigning an instruction session that I do with a public speaking course. I've done the same lesson (more or less) for the last four year... granted the class has done the same assignment as well. Incorporating these components into the design of the lesson may increase students engagement and motivation.

2 comments:

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Muhammad Amir said...

I wanted to discuss. Since this was included in the Kizi literature review, I'm not releasing any new findings or original work from the author.