Learning

In this first of three sections, you will be learning about important aspects of teaching with non-digital games.

Required Resources

• Read
  • Chapter 9 (Non-Digital Games) of Miller, C., Batsaikhan, O., & Pluskwik, E. (2022). Game-based and adaptive learning strategies. Minnesota Libraries Publishing Project
  • Pay attention to the definitions introduced and research suggesting the benefits of analog gaming.
• Read:
  • Gwen Dewar’s Board games for kids: Do they have educational benefits?
  • Pay attention to the research discussed as well as the games introduced. Also, pay close attention to the idea that analog gaming (and digital gaming) require more than just the game itself.

Additional Resources

• Popular Press
  • Board Games for Learning - 5 research-backed ways board games influence reading success
  • Scholastic - The Surprising Benefits Your Kids Get From Playing Board Games
  • TheSchoolRun – 13 Ways Playing Board Games Benefits Your Child
• Research materials
  • Bayeck, R. Y. (2020). Examining board gameplay and learning: A multidisciplinary review of recent research. Simulation & Gaming, 51(4), 411-431.
  • Garcia, A. (2020). Gaming literacies: Spatiality, materiality, and analog learning in a digital age. Reading Research Quarterly, 55(1), 9-27.
  • Noda, S., Shirotsuki, K., & Nakao, M. (2019). The effectiveness of intervention with board games: a systematic review. BioPsychoSocial medicine, 13(1), 1-21.
  • Sardone, N. B., & Devlin-Scherer, R. (2016). Let the (board) games begin: Creative ways to enhance teaching and learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215-222.
• Videos
  • Non-Digital Game Based Learning | Kevin Corbett
  • The Board Game Getting Kids Excited About School | Joel Baraka | TED
  • The rebirth of board games and the new social revolution | Drew Blas | TEDxTopeka

Required Evidence

• Submit a 1-2 page overview of the ways in which analog games can positively impact teaching and learning. If you are currently using analog games, consider if anything you read supports or refutes your current practices. If you are not currently using analog games, consider what types of games you might use to supplement your practice. Finally, consider the challenges of a lack of novelty (compared to digital for some students) and potentially a lack of familiarity from students (board games are not necessarily as prevalent across all ages and zip codes).
• Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
• Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.
  • APA Formatting and Style Guide
  • APA Citation Generator

Evidence Review Criteria

• Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of using non-digital games in the classroom.
• Criterion 2: Educators can use references to support their claims about the value of using non-digital games in K-12 education.