This document discusses using games for learning and teaching. It defines a game as a system where players engage in an artificial conflict with rules that results in a quantifiable outcome. Games typically have goals, limitations, player input, and are fun. The document advocates incorporating gaming mechanics into education to increase learner engagement, motivation, and enjoyment. Both students and teachers provided positive feedback, finding that games make learning happier and students are more motivated and concentrated. Games can be a supportive teaching tool to consolidate knowledge.

1. GASIMOVA ZIBA FROM GROUP
424
Individual work

2. LEARNING THROUGH GAMES

3. What is a game ???

4. ACTUALLY..
 FOR EXAMPLE

6. A tentative definition:
A game is a system in which players engage in an
artificial conflict, defined by rules, that results
in a quantifiable outcome
It is not necessarily the best definition, but it’s
broad enough for an introduction. Not all
games fall under this definition.
Games usually have:
 Goals (i.e., get to the end of the course)
 Limitations (i.e., hit a ball into a hole along the
way)
 Player input (i.e., swing a golf club)
 Lucid properties (a.k.a. play - “This is fun!”)

7. Learning and Teaching through having fun

8.  The implementation of gaming mechanics into
learning and teaching experience to increase
learner engagement, motivation and fun. Games
always have a goal and purpose so they can help
to provide a meaningful context for an activity.
 What students learn at school nowadays lack of
real-life context, student are not able to apply
what they learnt at school in their everyday life
and thus they are not interested in the school
subjects.
 It has been increasingly difficult to capture the
interest and attention of young people especially
in a traditional classroom setting. The single feed
of information and step by step logics just
simply can not satisfy the needs of the new
generation.

9. Types of games
There are many different kinds of
games and different points to
consider in using them. But we
distinguish them into two
groups.
 Code-control games;
 Communication games.

10. Students’ feedbacks..
 “it attracts me
to play” “it is nice to learn in a
happy way”
“my motivation is in
the game”
“I will NOT feel bored!”
“it is easier for me to
learn through games”
“we like games, so education
mixing game is good”

11. Teachers’ feedbacks..
“students were motivated and happy to
find out more about the
new learning element”
“students are highly motivated”
“students were more concentrated”
“games can a be very supportive
teaching tool
to consolidate knowledge”

12.  'Through game creation, students are not only
learning programming skills, but also creativity,
logical thinking, problem solving and other generic
skills.'
 'Students are eager to ask each other' opinions
during the design process, they are learning
together and their communication and co-operative
skills are improved!'

13. For your attention 

14. Question or comments?