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ERIC Number: EJ964283

Record Type: Journal

Publication Date: 2011

Pages: 6

Abstractor: ERIC

ISBN: N/A

ISSN: ISSN-1094-9046

Making Gameplay Matter: Designing Modern Educational Tabletop Games

Nicholson, Scott

Knowledge Quest, v40 n1 p60-65 Sep-Oct 2011

One of the great failings in educational game design is a focus on the question-and-answer model of gameplay. This type of educational game has players engage in some sort of time-wasting activity like rolling a die and moving, and then the focus of the game, the activity of answering a question, is triggered. Thousands of educational games use this roll-and-move model for gameplay inspired by the popularity of Trivial Pursuit. Many librarians and educators creating games for their patrons and students revert to this question-asking model because it is so familiar. However, a different approach, in which the gameplay emerges from the content, can create board game experiences that are vibrant, motivating, and provide opportunities for deep engagement with the material. In this article, the author focuses on creating original games for the classroom. While this is the most time-consuming approach, instructors can control how the content in the game maps to curricular goals. If the goal of having games in the classroom is to help students acquire content, then games that provide an intrinsic integration of content with gameplay are the appropriate choice.

Descriptors: Educational Games, Game Theory, Video Technology, Program Design, Program Content, Class Activities, Change Strategies, Educational Change, Educational Technology

American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm

Publication Type: Journal Articles; Reports - Descriptive

Education Level: Elementary Secondary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

 



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