All posts tagged: game-based learning


Shafaque Riaz: Moving learning games forward

by Shafaque Riaz Expert Educator Columnist, UAE Due to the stretched gap between my posts, I missed the connectivity with my readers, but I am happy to be back and sharing some of my experiences. As I mentioned in my earlier post, this time my focus is to talk over hurdles we as educators face by introducing games in mainstream lessons as a medium of instruction and how can we overcome them to use games effectively for learning. Primarily we should have clarity that it is neither the computer game nor the technology that promotes learning, but the play surrounding it. The learning occurs in a non-linear unstructured way when technology or video games/ simulated environment are used as teaching tools, and it is often the environment that fosters knowledge building and understanding. “The creative play is the foundation of early abstract thinking” (Vygotsky, 1986) The changing role of the teacher in this new setting I witnessed that when students gets the feeling of being in-charge of themselves, over their feeling, thinking, and learning behaviours, …


Shafaque Riaz: Gamified Learning Experience for 21st Century Learners

by Shafaque Riaz Expert Educator Columnist, UAE Gamification is the use of game elements and design techniques in non-game contexts. I will start with an example of Nike Plus Accelerometer fitted in Nike Shoes. This device tracks every single step you take when you are running. It tells how far and how fast are you running. It communicates wirelessly with a smart phone. It makes the experience of running more like a game that tells how fastest you run, the longest run you ever had and various kinds of tracking data. You can compare yourself to previous times. You can establish goals and challenges. You get medals and points for achieving those goals. You can compete with your friends and get encouragement from friends. It makes the experience of running more like a game. You are not sitting down in front of your computer and playing a running game, you’re actually going out and running. The game structure around this built in device helps to encourage you to run and make whole experience of running …


Shafaque Riaz: Learning Happens in Every Problem-Solving Experience

by Shafaque Riaz Expert Educator Columnist, UAE This time focus of my post is that how game design naturally supports learning. For me, learning is something that happens across every context that you’re in. Each time you’re involved in a particular form of problem solving whether it’s easy or hard, you’re engaged in some form of learning. Now a days the modern games are designed with a provision of set of experiences assuming that learners are active constructors of meaning with their own drives, goals, and motivations. A learning game play provides multiple routes of participation and meaning making. Content and resources are delivered on demand to solve problem. Inclusive game designs just don’t throw everything on you, but they let you explore at a reasonable pace and interestingly it’s mostly self-determined. You can go back and forth, practice as much as you wish. Games are very good in letting the players unfold and explore and become master at their own progress levels. A model of game design for learning suggested by Shaffer, squire, Halverson …


Sukmawati Rahmad: Microsoft Mouse Mischief- How to Use and Tips

by Sukmawati Rahmad Expert Educator Columnist, Indonesia Have you ever confused asking students who love playing game to learn? In this digital century, children get used to interact with many gadgets but many of them cannot use the gadgets properly. They get cultural shocked. They use them mostly for playing games even when they are in classroom. They always wait for any opportunities using their gadget for playing than studying. So perhaps the following article can inspire you how to prepare a learning process in this situation. Not like many friends, I have just known this tool this week. Amazing, it guides us to present another way of presentation, interactive one. Students will experience the material we prepare interactively and of course interested. My sons said it is not a lesson, it is a game. Even my elder daughter wanted to try it even thought the lesson was below her age. They felt happiness experiencing the lesson.


Shafaque Riaz: Unconscious Learning through Fun, Fantasy, and Challenge

by Shafaque Riaz Expert Educator Columnist, UAE I am a Microsoft Innovative Educator Expert for 2014 and 2015 from Dubai. My interest in gaming mainly started from seeing my sons’ craze about games. My kids never seem to get enough of their video games. I tried hard to separate them from their game consoles until the day my seven years old expressed his understanding of different construction building materials and their suitability in changing environmental factors. He learnt these facts when he was playing Minecraft to design houses and farms. This learning for him happened unconsciously under the veneer of fantasy of game play. That was the turning point for me; I started following the work of Paul Gee, Constance Steinkuehler and Jane McGonigal. Now I am convinced. As Mark Sparvell said at the 2014 Barcelona Microsoft Global Forum, “Today’s learner has intertwined strands of gamer DNA and learner DNA…anyone who thinks they can be separated is wasting valuable g-learning time.” The focus of my discussion here is the elements of games that keep their …