IMPROVEMENT OF STUDENTS

THROUGH GAME-BASED
LEARNING

CHRIS BRIAN P. DAULO

Game Based Learning and Teaching whilst
having fun:

Incorporating Sunshine Online and ICT

Resources

Jack Dalton
Game- a form of play or sport, especially a
competitive one played according to rules and
decided by skill, strength, or luck
Game based learning (GBL) is a type of game
play that has defined learning outcomes.
Generally, game based learning is designed to
balance subject matter with gameplay and the
ability of the player to retain and apply said
subject matter to the real world.
 •Defined learning outcomes,
meaningful learning experiences
•Provide context and real world value of
skill and content
•Encourage deeper learning, integration
of knowledge base and skill sets
•Seamless accountability, feedback, intrinsic
and extrinsic motivators
•Combine audio, graphics and movement
into an interactive and immersive environment
 A safe environment
to explore and in
Age which to make
appropriate mistakes

Collaboration
FUN and competition
Interaction and
feedback

Appropriate
Clear, achievable
challenge,
goals, rules,
gradually
measurable outcomes
increasing
and rewards
difficulty
Visual: Greater Concentration and Teamwork:
collaboration: focus:
The visual nature This is one of the
of games not only Students enjoy The ability games most commonly
made the learning working to sharpen cited positive
activity more fun together and focus and attributes to game
and engaging, working as a team. concentration, both based learning. The
but it was a much Many learners also in the short term opportunity to
easier way for them enjoy helping other and over the long work together, to
to learn as classmates when Term. It may also share
compared they experience impact on the responsibility, to
to other difficulties, and the perception of lean on
instructional support and students ability to one another when
methods they encouragement learn. stuck, and so on.
frequently they received
encountered. from team
members during
game-play
Enjoyment and Teacher role: Classroom Teacher skills
motivation: management:
Teachers are Using games can
Being able to finding that their Teachers enjoy lead to teachers
participate in the role is changing in being able to work becoming more ICT
projects as much as various ways. with and assess orientated. They
their students, due It allows the chance specific feel the games
in no small part to to interact more groups but need to themselves are
the enjoyment and such as spending keep in mind that making them more
motivation they see less time up at the they have to be aware of things that
in the children. It white board talking highly organised in are out there.
allows teachers to and more time with order to
engage in the smaller groups and keep the game
activities which can seeing how they are running and move
also encourage going. groups on through
students to want to their tasks. It all
take part if they see comes down to
that their teacher is being organised.
as well.
THANK YOU
 -Teacher support is essential — from technical staff as well as other teachers working
with game-based learning.

-Greater flexibility in timetabling and lesson organisation can be helpful in

supporting teachers to explore the full potential of working with games over longer
periods of time.

-Encouraging a larger culture of collaboration and providing the means to support

professional collaboration with peers is critical to supporting the growth of a larger
game-based learning culture in the school.
Project Tomorrow has collected the viewpoints of over 3 million students, educators and parents – the
Speak Up dataset represents the largest collection of authentic feedback from these key educational
stakeholders. Their latest game-based learning research white paper entitled, “Digital Teachers,
Digital Principals: Transforming the Ways We Engage Students” takes a closer look at how to
enhance teacher effectiveness in integrating technology and 21st century skills into curriculum.
▣ Match with curriculum – gaming outcomes and
learning outcomes
▣ Time available, location, resources
▣ Associated activities, briefing, debriefing –
learning package
▣ Building in reflection and collaboration
▣ Use entertainment games
▣ Modify entertainment games
▣ Use virtual worlds
▣ Use educational games
▣ Create games
▣ Students create games
Using games for assessment is about more than
tracking points. The past five years have seen a lot of
growth in the digital games and assessment field,
developing data collection engines that use
sophisticated tools to measure student learning and
provide teachers with targeted feedback.

But one of the most common misconceptions we have

run across is that all good learning games must assess
learners within the game. The truth is that assessment
happens around a game more often than it happens
inside the game, and teachers must still design and
provide authentic, useful assessment tasks for
students.
https://www.youtube.com/watch?v=B-BBsPl9GSo
 •Game-based learning approaches build on
many children’s existing interests, skills and
knowledge
•Game-based learning approaches have the
capacity to increase teacher motivation
•Game-based approaches present an excellent
opportunity to engage students in activities which
can enhance learning and produce a range of
educational benefits
•Game-based learning approaches can increase
communication between parents and teachers and
Curriculum: Game related : Attitudes : Teacher Assessment:
support:
The challenge The challenge The challenge Traditional
for teachers to for teachers to in persuading Lack of assessments do
identify how a identify the other school available time not often align
certain game accuracy and stakeholders to for teachers to with game
would connect appropriatenes the value of learn the game based learning,
to the s of the content the game in and generate so new models
curriculum. of the game. the classroom. best practices and
with it. approaches
Difficulty with Irrelevant or must be
integrating the distracting Lack of considered.
play of the content from specific
game into the the game that training and
time structure could not be support on the
of the day, removed. effective use of
often in 45-min games in the
classes. classroom.
 Catering for Individuals is important to me so that everyone is engaged and learning
successfully. To cater for individual needs I use Gardners theory of multiple intelligences to
guide my planning so that I am able to engage the different learners in the class. For
example; in a numeracy lesson ensure I have elements or focuses that appeal to visual
learners, linguistic learners etc.
It is said that effective teachers 'capitalise on students' experience of a technology rich world'
(DEECDa 2012).
I will endeavor to create multi-modal learning opportunities in my classroom to capitalise on
students’ knowledge of ICT and to create a classroom that is as stimulating and engaging as
student’s technologically rich life out of school.

• Some of the iPad applications I am enthusiastic to

use in the classroom:
• Popplet- brainstorming application
• Wordle
• Story Creator
• YouTube Storyboards
• A+ Spelling Tests
• Explain everything
• Flashcards+
• iCan count money Australia
• Smiling Minds
• Positive Penguins
• rED Writing
 Some of the computer programs I would
incorporate into my program include:
• Sunshine Online Books
• Voki
• Glogster
• Rainforest Maths
• WorldBook Online
• IXL
• Learning Games for kids online
• BBC Dance Mat Typing

To ensure I cater to the digital natives in my classroom I

would also utilise all technology made available to me.
During placement I used the interactive whiteboard
throughout most lessons. During literacy and numeracy
I showed learning goals, rotations and tasks on the
interactive whiteboard. I also made resources that can
be used on the interactive whiteboard and invited
students to share learning using it.
Sunshine online is an online literacy and mathematics
resource for early years learners. It has been
developed in Australia with content supporting the
National Curriculum.

As a first time user I was interested in the content and

which literacy model it would link in with the best.
The school I was on placement at used the Daily 5
and each classroom had a large scale CAFÉ board.
This program explicitly allowed for listen to reading
activities promoted under the daily 5.
Listen to reading is a part of the daily 5 to promote fluency as
the student follows the text. This program allows for student
led and program provided reading. All of the books, which
cover fiction and non-fiction categories as well as leveled for
different abilities, have activities, which the student then
completes after listening to or reading the text. These are aimed
at improving comprehension and the website states has a focus
on ‘grammar, selling, writing and fluency’.

While this tool could be used on a Smartboard as a

comprehension or digital story asset, it’s strengths probably lie
in its easy use for students and its ability to then quiz or
promote engagement in the text after individual reading or
listening to reading sessions.
▣ Ahuja, R., Mitra, S., Kumar, R., & Singh, M.
(1994). Education through digital
entertainment - A structured approach.
▣ Egenfeldt-Nielsen, S. (2006). Overview of
research on the educational use of video games.
1(3), 184-213.
▣ Groff, J., & Mouza, C. (2008). A framework for
addressing challenges to classroom technology
use. A AC E Journal, 16(1), 21-46.
▣ Sandford, R. & Williamson, B. (2006). Games
and learning: A handbook from Futurelab.