Rshaid, the author of The 21st Classroom, says this about gaming, fun, and learning, “Once we get the preconception that fun and learning are mutually exclusive out of the way and acknowledge that fun and engagement are desired objectives in the 21st-century classroom, one important protagonist in the lives of many adolescents becomes an enticing option: gaming” (Rshaid, 2014, p. 185).
The second characteristic of gaming that should be implemented in today’s classroom is real-time feedback. Through our formative assessment training, we understand the value of quality & timely feedback. For deep learning to occur, students need to received feedback on what they are doing right and what they do not yet understand. In gaming, players know exactly when they are meeting objectives of the game or when they are falling short. Feedback isn’t just fast, it’s also visual and substantial, especially when you lose a life! The feedback clearly communicates why the gamer cannot move ahead. As teachers, we can’t always provide instantaneous feedback; however, there are ways we can design our instruction to include more valuable and timely feedback.
For example, having peers collaborate together can provide quick feedback as the students push and question each other. Teachers can also give quick formative assessments even with a thumbs up and thumbs down, and then differentiating the work for each group. Having clear rubrics and/or even step-by-step directions can also allow students to determine their own feedback.