Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.

1. Gaming and Media Design for Learning
Topic : Gaming in Education
Ryan Schaaf
Assistant Professor of Technology, College of Notre Dame of Maryland
Graduate Faculty, Johns Hopkins University SOE
893.628.61

2. What is Digital Game-Based Learning?
Digital game-based learning (DGBL) is
an instructional method that
incorporates educational content or
learning principles into video games
with the goal of engaging learners.
Applications of digital game-based
learning draw upon the constructivist
theory of education.
http://www.learnnc.org/lp/pages/4970

3. Discussion Questions
What would be the benefits of incorporating digital
games into the classroom?
First, think as a student. Why would it be cool?
Next, think as a teacher. Why would it be an
effective learning strategy?
Finally, if you were a teacher, how would you defend
its use with parents and/or administrators?

4. The Attraction of DGBL
• mirrors how humans think and how the mind
works
• popularity
• motivating and fun
• 21st century learners prefer 21st century methods
of learning
• independence
• game design utilizes multiple intelligences
• versatile platform for learning
• collateral learning in a media rich society
• safe alternative to reality
• collaboration and problem-solving

5. Gaming and the Mind
Computer-based games present information in a
manner more consistent with how the human
brain learns
“Computer-based games provide simulations that
often mirror cognitive functions in the brain.
Humans think and learn through experiences they
have had and via simulations they run in their
heads based on those experiences, much as if they
were playing video games in their head” (Gee
2007).

6. Gaming and the Mind
Pleasure and Motivation
• people enjoy learning new information
• hard work and deep fun
“Good video games give people pleasure. These
pleasures are connected to control, agency,
and meaningfulness. Good games are problem-
solving spaces that create deep
learning.” (Gee 2007)

7. Incorporating Digital Game-Based
Learning into Instruction
• Motivation
• Instructional strategy
• Closure
• Assessment
• Review, Reteach

8. Gaming in Education Misconceptions
• Students will miss the point
• Video games are too violent
• Video games do not synch
up to my curriculum
• Video games are a waste of
time
• Video games cost too much
money

9. Misconception #1 :
Students will miss the point
Any student will miss the point if they are not
guided. Video games are not babysitters or time
wasters if they are part of well-constructed lesson or
module.

10. Misconception #2 :
Video Games are too violent
Some video games are too
violent….SOME! Teachers must
evaluate games in the same
manner they would evaluate a
website for appropriateness.
Evaluate and select appropriate
instructional games that match
skills and concepts explored
during a lesson or unit.

11. Misconception #3 :
Video games are a waste of time
Some video games are a waste
of time….SOME!
Teachers must approach new
learning strategies with an
open-mind
The military and big business
have embraced this approach to
training. Why not education?

12. Misconceptions #4 & 5 :
Video games do not synch up to my
curriculum
Video games cost too much money
Browser-based instructional games are a web
search away!!

13. Finding Paydirt in the
Internet Sea
Billions of
available browser-
based digital
games.
Caution: Use careful
and deliberate
search terms to
narrow your search
to valid result hits.

14. Interactive Activity
Select a general concept and perform a Google
or other web engine search. Find a digital
game that fits your concept and play it. While
you are playing the game:
• What does the game teach?
• What is the objective of the game?
• What are the pros and cons of the game?

15. Interactive Game
Examples
Compost 4 Fun
http://www.bravekidgames.com/flash_game_home_compost.php

16. Magic Pen 2
http://www.physicsgames.net/game/Magic_Pen_2.html

17. http://labyrinth.thinkport.org/www/index.php

18. http://www.darfurisdying.com/

19. Quia - Pay to Make, Free to Play
http://www.quia.com/web

20. Power Play
http://www.thinkfinity.org/parent_resource_list.aspx?
feature=onlinegames

21. Debate Game for Kids
http://www.funenglishgames.com/writinggames/debate.html

22. Game Sharing
• Web title
• Summarize game play
• What does it teach?
• Did you enjoy the game? Do you
predict your students will enjoy the
game?

23. Class #1 Closing Questions
• What are the course assignments,
expectations, and logistics?
• Why are games so beneficial to an
educational setting?
• What does the current research
support with digital games in the
classroom?

24. Discussion #1
(Located in ELC Discussion Tab)
Gaming in Education > Searching for
Digital Games to incorporate into your
Curriculum
In class, you learned several strategies for finding
browser-based digital games to incorporate into
instruction. In this discussion board, identify three to
five games you previewed with web links included.
How was the game play? Will the game be useful
for instruction? How would you utilize it in a lesson?

25. Bibliography
Armstrong, T. (2003). You’re Smarter than You Think: A Kid’s Guide to Multiple
Intelligences. Minneapolis, MN: Free Spirit Publishing Inc.
Campbell, L. & Campbell, B. (1999) Multiple Intelligences and Student
Achievement: Success Stories from Six Schools. Alexandria, VA: ASCD
Demski, J. (2009). The WoW factor. T.H.E. Journal, 36(10), 30-35.
Gee, J.P. (2007). Good video games + good learning: Collected essays on video
games, learning, and literacy. New York, NY: Peter Lang.
Harris, K. (1986) Self-Motivating of Attentional Behavior Versus Self-Monitoring
of Productivity: Effects on On-Task Behavior and Academic Response Rate
Among Learning Disabled Children. College Park, MD, Journal of Applied
Behavior Analysis
Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon
Report: K-12 Edition. Austin, Texas: The New Media Consortium
Prensky, M (2001). Digital Game-Based Learning. St. Paul, Minnesota: Paragon
House.
Shaffer, D.W. (2006). How computer games help children learn. New York, NY:
Palgrave Macmillian
Skurzynski, G. (1991) Almost the Real Thing. New York, NY: Maxwell
MacMillan International