Our own Abi Johnson has written about the value of ’empathy games’ in teaching and learning: The use of both virtual and physical games in the classroom is well-documented; there are books, essays, and entire conferences on the topic. The theory seems sound: games are made up of rules, a goal, a feedback system, and voluntary participation.1 A classroom, arguably,… Read more →
We know that there are benefits to harnessing certain elements of games in learning, and we know that there are more and less ideal ways to implement games in the classroom. We also know that there are two common terms for this implementation: gamifying and gameful learning. So, what’s the difference between the two? Deterding, Dixon, Khaled, and Nacke attempted… Read more →
Gamifying learning and its young, hip child gameful learning are interesting ideas, often executed poorly. We know that the point of including game-like elements (or games themselves) in the classroom is a way to increase motivation and utilize implicit learning skills. What are the basic do’s and don’ts of incorporating these ideas? Do: Use games the way you would assigned… Read more →
