Introducing Game Design In Modern Classroom

American Optometric Association, 79% of children in the United States use some form of technology for up to 4 hours a day. The modern child grows up surrounded by smartphones, laptops, computers and many other devices.

Young people are more than capable and comfortable using all of the latest technology on the market – certainly more so than many adults. The benefits of doing so are discovered fairly quickly. From hand-eye coordination to one-on-one learning, the number of skills learners acquire through technology will be invaluable to their future.

Incorporating game design and gamification into the classroom can enhance all of these benefits, while preparing your students for their future in a growing industry.

Create an Alpha (the Prototype)

Your learners will need to be creative and imaginative, in addition to computer skills, if they want to make a prototype. This can be quite a complicated step for most students, and you need to approach it appropriately, taking into account learning style and age.

Younger learners might find it easier to write down their ideas and discuss them in groups to create the design online. Older students may want to see where the prototype takes them on their own.

Try to start with a relatively simple concept that your class can follow. They could make a basic editing game for children under the age of four. You can let your learners plan their prototypes and think about how they will create them within the time frame you have given them.

Game tests

After the class has had enough time to prototype and recall them, you should ask them to test what they have done. This is an essential step in the process. If you used the example above, they should give their game to a 4 year old and see how they interact with it.

Does the game work well? Has their child learned any? Are there any issues in the game that need to be resolved?

Analyze the results

After your learners have collected information about their games, you can ask them to discuss what they have learned and decide what changes to make to their game to improve it and make it more accessible. This process can be varied in its implementation, depending on the age of your students.

You can make it very in-depth, discussing historical analyzes and comparisons, or make it very basic, for young learners. This part of the process will help your students understand where their work needs to be adjusted and will also encourage them to provide evidence of why adjustments need to be made.

Concluding thoughts

When designing a game, students will learn to work in teams, evaluate, take responsibility, work with precision and adapt their work. ICT knowledge is becoming more and more valuable in the workplace, so it is essential to encourage these skills from an early age.

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