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Choosing Games for Experiential Learning Classes

(Grace & Andrew)

           

Choosing the right game is the most important aspect of using games for experiential learning in classroom. If the event has been used several times before in similar circumstances there is no problem. If we are running the event for the first time, or if circumstances have significantly changed, it requires perception and understanding to select effectively. Among factors to be considered are the target audience, learning outcomes, and playing time.

           

Firstly, the game must reflect the knowledge, skills and abilities of the audience, which are the students. Three dimensions of the target audience are the level of playing, the number of players, and class size. Although games may seem best suited for small number of players, the intrigue and challenge of playing invites the involvement of larger groups of participants. Participation in a team shows players that all learning does not have to come from the teacher. The size of the class requires us to vary the focus of our control. Larger classes would require more maintenance and direct control.

 

            Games can reinforce many different behavioral and learning outcomes. It is vital to establish a set of learning objectives. We need to have a description of what we intend the learners to demonstrate during and after the game. By doing so we would then be able to evaluate how the game met our expectations. Games provide a friendly and competitive environment for learners a number of skills and abilities, namely:

·        Understanding the concept of rules, cooperative play, and winning and losing.

·        Understanding of the classroom material.

·        Application of concepts and principles found in the classroom material.

·        Problem solving and strategizing.

 

We should choose a game as we would a novel – look for the name of the author (Jones, 1997). If we do not know the author's name, then we ought to be cautious. An author's academic qualifications do not guarantee the skill required to devise useful games. We also have to consider on whether this is the first published game the author has devised, and whether his name appears in the literature on games. 

 

Sometimes, we think that a game is too difficult for the particular participants. We may think 'Participant A will not understand that' or 'participant B will not know what to do'. But in games, participants tend to help each other. Someone is almost sure to explain the concepts to A and B. However, we should not rule out any game merely because it contains opportunities for going wrong. People learn from their mistakes and usually learn effectively.

 

 

Jones, K. (1997) Games & Simulations Made Easy. London: Kogan Page

 

Sugar, S. & Sugar, K.K. (2002) Primary Games: Experiential Learning Activities For Teaching Children K-8. San Francisco: Jossey-Bass.

 

 

Submitted by: GRACE & ANDREW

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