1. Danielle Herrett NUR 640
Definitions:
Games: activities presided over by specific rules involving varying
degrees of chance in which players compete or cooperate through
use of knowledge or skill in attempts to reach specific goals (Royse
& Newton, 2007).
Serious Games: games that have an educational purpose and non-
entertainment goals (Lancaster, 2014).
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Objectives:
• Describe how the use of
games in the classroom can
be an effective teaching
strategy
• Select the learning theory
that supports games as a
teaching strategy
• Describe the different types
of serious games
• Identify several strengths
and limitations in the use of
games as a teaching
strategy
• Recognize several factors
an educator should
consider before selecting
or developing a game
Learning Theory:
Constructivism: student-
centered, active learning that
builds upon previous
knowledge base.
Types of Games:
• Social & Cooperative:
Jeopardy, Monopoly, Who
wants to be a millionaire
• Simulations/Role Playing:
Replicate real-life situations,
can involve an elaborate
amount technology
(simulated lab)
• Virtual Environments:
Second life, Simschool
GAMES AS A TEACHING
STRATEGY
Strengths Limitations
Promotes active learning Does not fit all learning styles
Provides immediate feedback Can create a competitive
environment
Promotes critical thinking Requires control of the learning
environment
Can make learning enjoyable Time intensive
Decreases anxiety in learning Can be costly
Stimulates student interest Can require a degree of
technological savviness
Assists in connecting theory to
practice
Takes away from other classroom/
learning activities

2. Danielle Herrett NUR 640
Gaming in the Classroom
• An educator must first consider the content area and develop
objectives for the game.
• After this, the educator will then determine the game’s format:
content being taught, rules, targeted audience, number of players,
and group size
• The educator acts as the facilitator during the game, keeping the
game organized and meaningful.
• Rewards can be given to winners as a public display of student
achievement.
• The game should be trailed, evaluated, and modified to best fit
student needs.
Questions for an Educator to Consider Before
Developing or Selecting a Game
• Do the objectives of the game parallel with the course
objectives?
• Does the game fit within the curriculum? Is the game relevant to
the class? Is the game for review or for deepening understanding
of the course material?
• Is the environment appropriate for the game? If the game is
digital, is the technology required readily available? Does
technological support need to be arranged?
• Is there a time limit for the game? Competition or cooperation
between teams? Or is the game to be played as individuals?
• Are the rules for the game communicated clearly? Is the game
fun?
• Does the game offer immediate feedback to students? If so, does
the feedback assist the student in modifying beliefs or
performance in order to improve?
• Does the game measure student comprehension or will it
mislead them?
(Bradshaw and Lowenstein, 2014, p. 177)
“ Game based learning is learning through the game rather
than learning to play the game.” Wu et al., (2011)
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Games rarely succeed as “add-
ons," they must be integrated
into the overall educational
strategy (Bradshaw &
Lowenstein, 2015).
Evaluating Gaming
• Have students write their own
questions for review games
• Pre/Post test or survey
• Debriefing: after completing
a gaming activity, allow time
for students to reflect upon
and discuss what they
learned (Robb, 2012).

3. Danielle Herrett NUR 640
References
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4. Danielle Herrett NUR 640
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