In this first of three sections, you will be learning about important aspects of teaching with non-digital games.
Required Resources
- Read
- Chapter 9 () of Miller, C., Batsaikhan, O., & Pluskwik, E. (2022). Game-based and adaptive learning strategies. Minnesota Libraries Publishing Project
- Pay attention to the definitions introduced and research suggesting the benefits of analog gaming.
- Read:
- Gwen Dewar’s
- Pay attention to the research discussed as well as the games introduced. Also, pay close attention to the idea that analog gaming (and digital gaming) require more than just the game itself.
Additional Resources
- Popular Press
- Board Games for Learning -
- Scholastic -
- TheSchoolRun –
- Research materials
- Bayeck, R. Y. (2020). . Simulation & Gaming, 51(4), 411-431.
- Garcia, A. (2020). Reading Research Quarterly, 55(1), 9-27.
- Noda, S., Shirotsuki, K., & Nakao, M. (2019). BioPsychoSocial medicine, 13(1), 1-21.
- Sardone, N. B., & Devlin-Scherer, R. (2016). The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215-222.
- Videos
- | Kevin Corbett
- | Joel Baraka | TED
- | Drew Blas | TEDxTopeka
Required Evidence
- Submit a 1-2 page overview of the ways in which analog games can positively impact teaching and learning. If you are currently using analog games, consider if anything you read supports or refutes your current practices. If you are not currently using analog games, consider what types of games you might use to supplement your practice. Finally, consider the challenges of a lack of novelty (compared to digital for some students) and potentially a lack of familiarity from students (board games are not necessarily as prevalent across all ages and zip codes).
- Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
- Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.
Evidence Review Criteria
- Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of using non-digital games in the classroom.
- Criterion 2: Educators can use references to support their claims about the value of using non-digital games in K-12 education.
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