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Characteristics of Best Games: Fun, Interactive, Adaptive

This article discusses the characteristics of the best games, how to use games in the classroom, and provides examples of language games and business games. It also highlights the advantages of using games in language learning and business education.

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Characteristics of Best Games: Fun, Interactive, Adaptive

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  1. Presented by Jimmy D. ClarkJuly 11, 2006

  2. Characteristics of Best Games: Fun Interactive Adaptive (Flow) Competition

  3. Basic principles of Using Games in the Classroom: 1. Relate to rest of learning. 2. Establish plan for competition or collaboration. 3. Expand learning. 4. Feed learner creativity.

  4. Reasons for Using Games in the Language Classroom:InterestContextCooperationPractice languageLower anxiety

  5. Types of Language Games: Ice-Breakers Guessing Games Information Gap Memory Games Compare-Contrasting

  6. Some Language Games Hangman English Taxi Missing Headlines The Secret Code

  7. Let’s Play Spanish Hangman!! http://www.spanish.bz/hangman.htm

  8. Objective – Learn vocabulary Advantages: 1. Free – Lots of games on Web 2. Fun and engaging 3. Can be challenging Lower order game Spanish Hangman Game

  9. Tactical Language Learner

  10. Tactical Language Game Objective – To develop tools to support individualized language learning, and apply them to the acquisition of tactical languages …. Procedures: 1. Learners will practice on vocabulary items and learn gestures, and then apply them in simulated missions. 2. In the simulation they will interact with avatars and virtual characters. Higher order game Source: Center for Advanced Research in Technology for Education. Available at: http://www.isi.edu/isd/carte/proj_tactlang/

  11. Games for Business Subjects

  12. Some Games Used in Business Classes: Management Possible Second Life Better Business Game Straight Shooter In$sider Gazillionaire

  13. Straight Shooter Objective –Certification in policies, procedures, continuing topics, or for any “dry” information which must be learned in detail. Procedures – Users complete their certification either by playing a highly motivating videogame, or by answering questions directly. Lower or medium level game. Source: Games 2 Train.com. Available at: http:www.games2train.com/site/html/tutor2.html

  14. Gazillionnaire Objective – Learn business strategy by working with the laws of supply and demand. Procedures: 1. Six people can play at a time on the same computer by email or over the Internet. 2. Uses sophisticated real-world economic tools to build a trade empire. 3. The first company to reach a net worth of a billion kubars wins. Source: LavaMind.com. Available at: http://www.lavamind.com/gaz.html

  15. Links to Business Games Better Business Game http://www.btplc.com/Societyandenvironment/Businessgame/ Gazillionaire http://www.lavamind.com/edu.html Straight Shooter http://www.games2train.com/site/html/tutor2.html Virtual Leader http://www.simulearn.net/SimuLearn/simulearn_home_page.htm

  16. A Math Game Baseball Game http://www.funbrain.com/math/index.html

  17. “Jobs are finished; roll-playing has taken over; the job is a passé entity. The job belonged to the specialist. The kids know that they no longer live in a specialist world; you cannot have a goal today. You cannot say, “I’m going to start here and I’m going to work for the

  18. next three years and I’m going to go all that distance.” Every kid knows that within three years, everything will have changed including himself and the goal.” (Marshall McLuhan, 1971)

  19. Index of Key Terms • Language game – A device to create a situation in the classroom which gives learners an opportunity to use language they have already learned in a relaxed way with maximum possible free expression in order to fulfill a simple task, solve a problem, or communicate a piece of information. (10) • Ice-breakers – Helps tutor/ learners get to know one another. (10) • Guessing games – People like to make intelligent guesses to form their own theories and to work things out by a process of elimination. (10) • Information gap – The object is to find the missing information you need from other members of the group. (10) • Memory games – People like testing their memory and this can also make you think in the language you are learning and collaborate and/or compete with others. (10)

  20. Index of Key Terms, Page 2 • Comparing/Contrasting – You photocopy a picture or text and make alterations to it. You ask your learners to find the differences by talking to each other without looking at each other’s picture or text. (10) • Word games – Teachers can make up games using the alphabet, dictating, drawing, sequencing, flash cards, list and adding on, to help students use and remember the vocabulary of the language they are studying. • Opinion gap – Features pair of group discussions where learners represent a different point of view. • Collaborating to complete a task – Encourages students to make a contribution and the need to get a task finished adds a sense of urgency to the work. • Role-plays/simulations – The language game may become a simulation with the classroom transformed into an imaginary scenario with learners taking their own individual roles.

  21. Index of Key Terms, Page 3 Source: Language Games, by Claire Heriz-Smith (Available at: http://www.devon.gov.uk/dacl-usinglanggames.pdf ).

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