Small clusters of people, with their eyes glued to their screens, could be found creeping steadily through parks and other public spaces. It was fascinating to observe how this phenom overtook the young and old alike.
What was so captivating about this game? Why were so many people engrossed in the participation? In his book, The 21st Classroom, Rshaid (2014) discusses how classroom instruction can be modeled after the attraction of gaming. There are many characteristics that draw gamers to their screens, and as teachers, we can implement some of those characteristics in our classroom so that more students will be invited into the learning process.
This week we will look at Rshaid’s list. Each following week we will delve more deeply into each pedagogical element and discuss its possible implementation.
Gaming characteristics the instruction can emulate:
- High levels of engagement
- Real-time relevant feedback
- Acceptance of mistakes as part of the learning process
- Practical, hands-on learning
- Increasing levels of complexity
- Independent learning/learning from peers
- Individual and self-paced
How many of these characteristics are in your instruction? We will start next week with analyzing “High levels of engagement”.