10 video games to start learning based on game

By teaching staff

exist Differences between gamification and game-based learningwe learned the difference between the two.

“Gamification is first and foremost about encouraging mechanisms and systems that promote them, while game-based learning is first and foremost about the game and its cognitive residues (whether from the content of the game or academic content). One person can use the other.”

What do we need to know through teaching games?

Your Level 1: Game-based learning guide for K-20 educators

Video games can attract students in other mediums.

Their immersive world, engaging challenges and instant feedback loops will naturally attract learners. But for many K-20 educators, the idea of ​​”game-based learning” (GBL) – especially learning pass Video Games – Can be daunting. Just playing games? How do you make sure that real learning happens? This guide is designed to uncover the mystery of the process, and even if you are new to the gaming world, it provides practical steps to integrate video games into your teaching.

1. First define your learning goals (most important)

The most critical steps of learning based on game happen forward You even choose a game: clearly define your learning goals. GBL is a strategic instructional choice, not just an interesting distraction. You must identify specific curriculum standards, critical thinking skills, or socio-emotional learning outcomes that you want your students to achieve. Ask yourself: What I want to do with students Know or Can do it After participating in this game?

• Actionable tips: Start small. For your first GBL activity, focus on one or two clear learning goals. Rather than vague goals like “learning history”, targeting specific goals such as “analyzing causal relationships in historical simulations” or “developing skills for collaborative problem solving.”

2. choose Correct Game (just the “education” tag)

While there are many games sold with “education” (such as prodigy), some of the most powerful learning tools are mainstream games. The key is not necessarily the “education” label, but the way of playing Mechanics Being born to teach the skills or content you need.

• What to think:
  • Depth and alignment: Does the game provide enough complexity and repeatability to support ongoing learning related to your goals? Is its core game loop (e.g., resource management, strategic planning, puzzle solving) aligned with the thinking skills you are going to develop?
  • Accessibility: Consider controls, text, visual effects and universal use of all students, including those with multiple learning needs.
• Actionable tips: Play games yourself or watch extensive game videos. Don’t rely on comments alone. Q: “What are the core moves or ‘verbs in this game? Are those that align with my learning goals?” (If you need ideas, Teachthought has other resources and specific game suggestions.)

3. Navigation logistics and technical settings

Game-based learning implementation depends on careful pre-planning of your technical infrastructure.

• What to think:
  • Device access: Do you have a 1:1 device setup, shared cart or lab access only? This determines which games are feasible and how you will build the activity.
  • Installation and Account: How will the game be installed on the device? Do students need personal accounts and how will you manage these accounts, especially regarding privacy and progress tracking? Determine whether a constant Internet connection is required for installation or is it just a gameplay.
  • connect: If the game requires internet access, is your school’s WiFi enough for multiple simultaneous users? If possible, consider using wired connections for improved stability and reduced lag.
• Actionable tips: Test everything forward Students arrive. Install the game, create a virtual account, and verify connectivity if needed. If there is a technical problem, always have a backup plan (for example, replace similar activities).

4. Building game-based courses (preparatory, period, posts)

Real learning consolidation in GBL About Game, not just in the game. A structured approach ensures participation translates into educational outcomes.

• What to think:
  • Before the game: How would you introduce the purpose of the game and connect it to the learning objectives? What prior knowledge is needed to be activated? Crucially, what are your behavior and academic expectations about gameplay?
  • During the game: Your role has changed from instructor to facilitator. Emit, observe student strategies, and ask guiding questions to drive people to think more deeply. Provide differentiated support as needed.
  • After the game (critical!): This is where reflection happens. How will students report their experiences? How will they connect the game’s mechanics or narratives to the course objectives?
• Actionable tips: Dedicate as much time as possible, even more time Pre-match preparation and Post-match reflection/discussion As for the actual gameplay. This consolidates learning.

5. Manage classroom environment

Game-based learning requires intentional classroom management approaches and acknowledges the introduction of unique dynamic games.

• What to think:
  • Clear expectations: What are the clear rules for respecting the game, screen time boundaries and maintaining academic priorities?
  • transition: How will you effectively manage the start and end of gameplay to keep traffic?
  • Engagement and distraction: How will you guide students to focus on the learning goals inherent in the game, rather than just the achievements in the game?
• Actionable tips: Work with students to develop game-based learning rules. Clearly define the look of “success” rather than simply “win”, connecting it with your learning goals.

6. Evaluate something important (exceeding high scores)

Evaluation in GBL goes beyond traditional testing to capture the breadth of learning that occurs.

• What to think:
  • observe: What specific in-game behaviors or interactions indicate that students are applying the concepts of learning or developing skills (e.g. problem-solving strategies, collaboration, resource management)?
  • reflection: Use tools such as reflective journals, exit tickets, concept maps or guidance report discussions.
  • application: Students are asked to apply the concept of game learning to real-world problems, written assignments, or projects.
• Actionable tips: Design your evaluation method forward You choose the game, making sure they are directly aligned with the learning goals you define and can truly measure skills developed through gameplay. Research by scholars such as Kebritchi and Hirumi (2008) shows that well-designed game-based learning can significantly impact students’ motivation and participation, a key pioneer in academic achievement. Furthermore, research has shown that video games can enhance a variety of cognitive skills, including problem solving, decision-making, and critical thinking (Green & Bavelier, 2015).

By deliberately integrating these practical considerations into your teaching, you can leverage the power of video games to create dynamic, engaging and truly effective learning experiences. Start small, learn from every experience and enjoy the journey of upgrading your classroom!

Quoted works:

Green, CS and Bavelier, D. (2015). The impact of video games on cognition (how the government guides the industry). Policy insights in behavioral and brain science,¹ 2(1), 101-109.

Kebritchi, M. and Hirumi, A. (2008). Study the impact of a computer game-based learning environment on middle school students’ academic achievement and mathematical motivation. Teaching Science, 36(2), 53-78.