Designing
Instructional Games
Using games to
promote learning in and out of your classroom is a way to shift gears in your
course-- activating levels of both student participation and preparation. This
web page will address a number of options available to faculty to utilize this
form of "edutainment."
Overview
Value of Gaming Activities
Levels of Game Design/Development
Jeopardy Game Templates
Development Procedures Movies
Planning Your Game
Rules of the
Road
Participant Roles
Q & A Concerns
Sharing Learning
Resources
VALUE OF GAMING
ACTIVITIES
Active learning
John Keller’s
ARCS model of motivation (1987) suggests that:
the learner’s Attention must be gained (and maintained)
learning must be Relevant
the goal should be realistic and develop the learner’s Confidence
there should be some Satisfying reward.
Experiences that
increase Intrinsic Motivation offer:
Challenge
Curiosity
Control
Fantasy
Competition
Cooperation
Recognition
The branching
link feature available in PowerPoint can readily be utilized to simulate popular
television gameshows such as Jeopardy in (or outside of) your classrooms. These
games can be designed for use in a SMART Classroom (providing a projected computer
image) or as a study resource to be downloaded and used by one or more students
as a learning resource. The games are popular with students and can be effective
in both: heightening interest in course content; and increasing interactions
between student and course content.
Games can be designed
along a continuum from simple to complex. Simple versions are designed for classroom
use where both evaluation of responses and feedback related to that response
is provided by experts who are present in the classroom. The more complex designs
build in assessment and performance feedback. The illustrations below will allow
you to compare three designs I've provided as templates. The slide elements
displayed are those typical for ONE question.
|
| Level
1 |
Level
2 |
Level
3 |
|
|
|
| This design
requires a gameboard slide and one slide for each question square. Each
gameboard square is linked to an individual question slide, and each question
slide provides a "Return to Gameboard" link. Assessment of responses,
scoring updates, and feedback specific to the player's response is provided
by other game participants or by the instructor. |
This design
includes an additional "Correct answer" slide for each question
square. This design will require twice the design/development effort of
Level 1 games- but have great study value for students who use it out-of-class.
Self or peer assessment and scoring updates are required after comparing
the player's response to the correct answer. The correct answer slide supplies
the answer. |
The level
three design embraces the drill/tutorial format. This design is composed
of the gameboard and question slides that include hot-linked correct and
anticipated incorrect (common misconceptions) responses. Each response provides
the appropriate feedback. The feedback slide for correct responses returns
to the gameboard. The feedback slide for incorrect responses returns to
the question slide for another attempt. This template encourages the "answer
until correct" design. Maintenance of scoring is performed by the player(s).
|
DOWNLOAD:
5x5
Template
6x5 Template
5x6 Template
|
DOWNLOAD:
5x5
Template
|
DOWNLOAD:
5x5
Template
|
Watch
a QuickTime movie showing how to quickly build a gameboard and how to
create links within a Level 1 Game. Length: 7:18 (186 MB)
InstGamesLevel1.mov |
Watch
a QuickTime movie showing how to create links to answer slides within
a Level 2 Game. Length: 2:49 (68 MB). This movie builds upon the Level
1 movie.
InstGamesLevel2.mov |
Watch
a QuickTime movie showing how to design Level 3 Games where questions
provide "hot-clickable" correct and incorrect responses (text
and otherwise) that link to response specific feedback. This movie picks
up where the Level 2 movies ends. |
The complex game
styles (levels 2 and 3) require greater design/development effort, but offer
more diverse uses for individualized, asynchronous practice. The design/development
time can be minimized by working with PowerPoint efficently. For instance, after
modifying the four slides related to a game square (question and three feedback
responses) you can simply duplicate these four slides and edit the slide content
and links as required. I do suggest that if you decide to develop at level 2
or 3 you sketch up a flowchart-like "map" of your interactions. This
blueprint will be invaluable during development.
This web page
will guide you through the processes critical to designing a Jeopardy Game for
use within your classroom. Links to Quicktime movies are embedded throughout
this page to illustrate the procedures for creating typically required slide
elements.
In addition to
detailing how to create a game, we'll discuss "best practices" for;
using such a game-based teaching and learning resource including; suggested
use, participant roles, scoring suggestions, design of questions, response options,
suggestions for response feedback (for asynchronous designs), pros & cons
of using media, and sharing your products.
Suggested
Use
PowerPoint Games are most effective when students are well-prepared for active
participation. To facilitate this it is important to announce the game date(s)
in advance so that preparation is encouraged. Teams and pairs may be formed
in advance to stimulate both practice and spirit. As for forming teams- use
a list of current grades and divide class into teams fairly after roles are
identified. Players, crew members, and even spectators can also act as game
content contributors prior to the game date.
Offering bonus
points for active and successful participation is encouraged. However, I also
advise the following participation options.
ROLE(S) |
Description |
Point
Potential |
"Risk"
Level |
| Team
Players |
Credit
earned depends on points won (or lost) by player and/or player's team. In
a typical game (Scores = 1+2+3+4+5) there are 75 points "up for grabs."
If a team of 10 ran the whole board each player would get a minimum of 7.5
points. You decide how they will be used-- added to exam score(?), to a
quiz(?), or to (or as) a daily participation grade? |
High
Potential; A share of your team's point total, your contribution, or the
sum of both
|
High
Risk
Risk? - Remember, it is possible to have a negative score in Jeopardy! Perhaps,
a policy such as negative scores = no points for individuals or teams -
should be in effect? |
| Crew
Members |
Credit
earned awarded at the discrection of instructor. Suggested value of crew
members are denoted by "Stars." Perhaps they get a percentage
of the winning teams average share? 5 stars = 100%, 4=80, 3=60, 2=40,
1=20???
Roles
include;
Role |
Description/Responsibilities |
Value |
Emcee/Host |
"Alex
Trebek" role, keeps order, reads questions, keeps players apparised
of score and solicits currect player's square selections. Needs to
enjoy the limelight. Can be played by instructor or a charismatic
student. IMPORTANT role! |
***** |
Gameboard
Technician |
Emcee
could do this also- clicks the appropriate hot-links to display visuals.
However, this cast member must be very familiar with
PowerPoint. |
** |
Response
Timer |
Starts
stopwatch for timed items after question is read
aloud by emcee/host. Calls foul for no response when time expires.
Question slides should contain "time
allowed" for exceptions to a default time (typically 5-10
seconds for short answer items). The Gameboard Technician could be
assigned this duty also. |
* |
Scorekeeper |
Accurately
maintains scores for teams. Displays scores for all game participants. |
** |
Game
Journalist/Recorder |
Maintains
individual performance records. This individual must know classmates
names. |
*** |
Judge(s)
(3 suggested) |
An
odd number of judges is suggested.They should be familar with game
content. A "thumbs-up/down" vote may be taken where warranted.
These individuals might be assigned this role as a reward for exceptional
past performance. |
*** |
|
|
Game
Content Contributor |
Students
may opt to assist in developing game board questions and answers. I would
suggest that submissions require:
1. Question
2. Correct answer
3. Potential incorrect answer(s)
4. Specific feedback with appropriate illustrations for each
answer
5. Suggestion for Category Title
You might
have students form "Category Groups" and submit a minimal number
of suggested game contributions. Beware... Low expectations will result
in true/false items with little or no feedback ("Right!"/"Wrong!"). |
Variable
Value; Potentially high! It depends upon the quantity and quality of the
contribution(s). |
Low
Risk |
Spectator(s) |
Just
watch - no credit unless audience member is penalized for poor behavior
(calling out answers, or otherwise interferring with game) |
No
Positive Potential
|
Low
Risk |
RULES
Order
of play:
Starting team; A coin toss between team captains will determine the initial
active team. A team will maintain active status until:
OPTION:
1. a player answers incorrectly or fails to answer within the time allotted
for the question.
2. a square has been attempted (Each team alternates turns selecting squares).
Players on the active team will field questions in a predetermined order (seating
order is easiest). The active player will call out the category and square
value desired.
OPTION:
1. Uncaptured squares may be attempted in any order by the active player.
2. Uncaptured squares may only be attempted when those of lower value in the
same category have been captured. In other words you may not select square 3
in Category A until square 2 in Category A has been captured.
OPTION:
1. After capturing a square the active player passes control of the board to
the next teammate in line.
2. After capturing a square the active player maintains control of the board.
Only use course
resources as indicated. During play books/notebooks are ONLY for the players
authorized during "Open Book" questions.
Have teams sit
together on oppposite sides of the classroom. Have team-members "buddy-up"
in pairs (or trios) so they can access help (ONLY for partner items) when authorized.
Participant
Roles & Resources Required
Projector
or large RGB-capable TV, Computer & PowerPoint File, Audio Speakers (if
audio/video used)
Stop watch for Timer
Laser Pointer and Script for emcee/host; Welcome statement, team intros, rules,
questions. Transition statements (Team A- it's still your board; Team B with
a score of ____ , you now have control of the board.) Game wrap-up.
Scoreboard; whiteboard, marker & dry eraser for Scorekeeper
Game Journal; player name/question selected/Points earned/resulting team score
(this crew member must know names of classmates!)
Judges/Instructors Q/A Packet (PowerPoint Handout)
Prize for winners (bag of Jelly Bellies to share - one "Skip class"
or "Drop Lowest Quiz" coupon)? Check with local merchants. They are
often happy to provide "booty" (coupons) for such events.
Playing Sequence
Coin Toss- Sequence of players (count off left to right? - something easy to
keep track of...)
Scoring
Suggestions
Replace traditional Jeopardy values of 100, 200, 300, 400 & 500 with actual
values of the bonus points available; Format A; 1,2,3,4,5 or Format B; 2,4,6,8,10.
A gameboard composed of five categories with five rows will offer 75 or 150
total points using the A or B scoring format. Total team points to be divided
equally between team members. Choose a format that will appeal to your participants
relative to the size of your class. Keep score for teams - AND keep record of
individual's contributions. Consider two options;
1. Adding individual's
points to team shares
2. "point cap" for any one individual.
Common Gameboard
Designs: (Categories X Squares) & Total Point Values
|
|
|
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
| 1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
| 1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
|
5 |
5 |
5 |
5 |
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
Cat
E |
| 1 |
1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
4 |
| 5 |
5 |
5 |
5 |
5 |
|
|
|
|
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
Cat
E |
Cat
F |
| 1 |
1 |
1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
4 |
4 |
| 5 |
5 |
5 |
5 |
5 |
5 |
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
Cat
E |
| 1 |
1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
4 |
| 5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
|
|
Cat
A |
Cat
B |
Cat
C |
Cat
D |
Cat
E |
Cat
F |
| 1 |
1 |
1 |
1 |
1 |
1 |
| 2 |
2 |
2 |
2 |
2 |
2 |
| 3 |
3 |
3 |
3 |
3 |
3 |
| 4 |
4 |
4 |
4 |
4 |
4 |
| 5 |
5 |
5 |
5 |
5 |
5 |
| 6 |
6 |
6 |
6 |
6 |
6 |
|
| |
|
Total
Students in Class |
| |
Format |
20 |
40 |
80 |
| |
a (75 pts
avail) |
3.25 pts |
|
|
| |
b (150 pts
avail) |
7 |
3.25 |
1.5 |
| |
|
|
|
|
| |
|
|
|
|
Design
of Questions
A question or stimulis can be in any format in a synchronous activity where
a face-to-face audible response will be made. In such cases questions may require
a discussion or short answer response, or identifying a response from options
suggested (multiple choice or true or false). A stimulis may be text based or
include media (an image, or an audio or video clip). If the question does NOT
require the individual player to respond alone then the response type should
be included IN the question for the Emcee to read aloud. The same is true for
the response period (Timer take note!)
Questions may
be accessed either sequentially (top squares must be selected before lower squares
can be) or at random. You will need to make this decision in advance and be
prepared to enforce the rule. More difficult questions should be of higher value
in either case.
Most questions
should be answered by an individual player. However, questions that are more
difficult may warrant a special response type from one of these types: Partner,
Open Book, or Team. These should be used infrequently so that individuals are
required to be responsible for game preparation (studying!). Frequent use of
partner/team items will undermine this!
Response
Options
Response
Type |
Description |
| Individual |
One player
is on the "hot seat," and must respond solo within a default time
limit. |
| Partner or
Group |
In Partner
or Group questions (so denoted in question) the player may consult with
a pre-determined partner(s) and then respond within a predetermined time
limit. |
| Open
Book |
In an Open
Book question (so denoted in question) the player may consult with a pre-determined
class resource(s) such as a textbook, lecture notes, or an approved "cheetsheet"
and then respond within a predetermined time limit. |
| Team |
In Team questions
(so denoted in question) the player may consult with any ONE team member
(or the team inclusive) and then respond within a predetermined time limit.
|
blah
If you design your game for "out-of-class" use you may decide to include
slides with correct answers (link provided on question slide) and/or embed "click-able"
responses on question slides that are linked to slides containing appropriate
feedback for correct and incorrect (but anticipated) answers. Another option
is to embed "hint" links that may link to other sides, media, or to
a web page that contains additional details.
Suggestions for
Response Feedback
Pros &
Cons of Media
Be aware that use of audio, video, and sometimes even high resolution images
(digital photos or scanned images) in questions can be problematic. Test your
game on the computer you will be using to ensure a minimum of "technical
difficulties" during games. Make sure your speakers are turned on and up
for audio and video.
Sharing
Game Products
Designing
and developing a "Learning Object" requires time and effort not traditionally
recognized in academia. However, sharing your products with colleagues in your
(and related) discipline(s) via MERLOT [www.merlot.org]
(Multimedia Educational Resource for Learning and Online Teaching) can provide
valuable recogonition and rewards that may be documented in your teaching portfolio.
