This document provides a decision matrix for selecting games that can be used to teach various concepts. It evaluates 13 different games across 14 criteria including retention, recognition, review ability, reflection, and ease of setup and use. The matrix is intended to help instructors choose the most effective game based on their learning objectives and needs. It also provides definitions for each criteria to help with interpretation but notes that the ratings are based on the authors' experiences and not theoretical foundations.

1. DECISION MATRIX FOR GAMES THAT TEACH
Buzzword Correct Diagram E-mail Flash Idea Jeopardy/ Multiple Scavenger What is Triples Word Word What
EVALUATION Bingo Order It Game Cards* Map Who Choice Hunt the Jumble Search Am I?
CRITERIA Wants to Truth?
be a…?
RETENTION X X X X X X X X X
RECOGNITION X X X X X X X X X X X X
REVIEW X X X X X X X X X X X X X
REFLECTION X X X X X X
EMBED NEW X X X X X X X X X X
CONCEPTS
EASE OF SET-UP- X X X X X X X X X X X X
INSTRUCTOR
EASE OF USE- X X X X X X X X X X X
LEARNER
MAINTENANCE - X X
HIGH
MAINTENANCE - X X X X X X X X X X X X
LOW
AUDIENCE SIZE - X X X X X X X X X X X X
LARGE
AUDIENCE SIZE - X X X X X X X X X X X X X X
SMALL
TECHNOLOGY X X X X
REQUIREMENTS -
HIGH
TECHNOLOGY X X X X X X X X X X X
REQUIREMENTS -
LOW
* Includes the game 'Trivia' since it is a recognition game

2. INTERPRETING THE DECISION MATRIX FOR GAMES THAT TEACH
The decision matrix is designed to provide you with some insight regarding the most effective use of each of the games mentioned. It merely reflects our
perceptions of their effectiveness based on our experience and is not intended to convey any theoretical foundation.
CRITERIA DEFINITION
RETENTION The degree to which the game helps learners retain/remember key learning points.
RECOGNITION The degree to which the game helps learners access previously learned material(s) when required.
REVIEW The usefulness of the game as a tool to help learners review learning materials in preparation for summative evaluation.
REFLECTION The degree to which the game fosters a deeper, more personalized level of thought as it relates to the key concept being addressed.
EMBED NEW
CONCEPTS The usefulness of the game as a tool to help students learn new concepts related to the main learning topic.
EASE OF SET-UP: How easy is it for an instructor to create the game? This assumes that the instructor has a basic understanding of technology and/or a
INSTRUCTOR technical support person to assist in full deployment, where applicable.
EASE OF USE: How easy is it for the learner to access the game, understand its application, and interact with, based on the instructions. This assumes
LEARNER the learner has a baseline understanding of technology and e-learning applications.
MAINTENANCE: Once the game is posted on-line or made available as hard copy, does it require additional upkeep and/or instructor interaction?
HIGH
MAINTENANCE: Once the game is posted on-line or made available as hard copy, little upkeep is required.
LOW
AUDIENCE SIZE: The game works effectively with a large audience.
LARGE
AUDIENCE SIZE: The game is most conducive for smaller audiences.
SMALL
TECHNOLOGY Set-up and maintenance of the game requires assistance from a technical support person or extensive upkeep by instructor who
REQUIREMENTS: has a high degree of proficiency with the necessary technology applications (for example, PowerPoint, Blackboard).
HIGH
TECHNOLOGY Requires very little in the way of technology support. Can be quickly created and deployed and may not require technology at all.
REQUIREMENTS:
LOW
DEVELOPED BY: Diana Mungai, The Melian Group, LLC and Dianne Jones, University of Wisconsin-Whitewater