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Have Some Fun!Using research-informed games and activities in the classroom is a great way to promote robust learning and enhance student motivation. By using games, educators can keep their classes interesting and support student motivation (as discussed with Theo in my Motivation & Goals mini-lecture) in a pedagogically effective manner.. With this being true, this page is dedicated to discussing games and activities for learning.
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What constitutes a game?
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What makes a good learning environment (and how do games fit in)?
In Things That Make Us Smart, Donald Norman (1993) identifies seven basic requirements of a learning environment:
1. Provide a high intensity of interaction and feedback.
2. Have specific goals and established procedures.
3. Motivate.
4. Provide a continual feeling of challenge that is neither so difficult as to create a sense of hopelessness and frustration, nor so easy as to produce boredom.
5. Provide the opportunity for direct engagement with the task.
6. Provide appropriate tools that fit the user and task so well that they aid and do not distract.
7. Avoid distractions and disruptions that intervene and destroy the subjective experience
As we can see, these factors are made possible via games - intentionally designed games and activities (like the ones here)
What are the benefits of games?
According to McCallum (1980) games can help focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation. Games are also great for Deliberate Practice.
Aside from the aforementioned pedagogical gains, games may also be used to defuse in-class tension, help students form bonds between one another, and to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning and high-quality language practice.
What are the drawbacks of games?
Although games have proven to be effective pedagogical aids in a range of settings, if games are used in an inappropriate way they may inadvertently detract from learning instead of enhance it. For example, research has shown that games which involve a leaderboard (where you can see where you are ranked in the class) may serve to demotivate some students, while losing a game, especially for younger learners, may result in tears and tantrums. However, the opposite is also true - some people love to compete. With this said, remember to consider your learners when considering how to implement games to achieve the best learning outcomes.
In addition, games without a learning objective may result in more mature learners questioning your choices and applications of games for educational purposes - thus undermining the trust students have in you (since no serious student wants to play games that they perceive to be of limited educational benefit),
Other potential drawbacks, issues, and limitations educators need to be aware of include
How do I choose an appropriate game?
With the above drawbacks in mind, it is important to consider which factors need to be addressed in order to make an appropriate game choice. In short, when selecting which games to use, I believe teachers should not only consider the maturity, game playing experience, and language level of their students, but they should also consider the purpose or aims of the game. Educators also need to consider the classroom environment (e.g., location, risk factors, and materials available) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake?) when selecting games amenable to promoting deep and robust learning in their English language classes.
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e., to prevent boredom), or if is it being used for pedagogical purposes (e.g., to introduce, revise, or practice a specific element of grammar or lexis). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun, and the learning goal of the game should be made explicit. Make sure you bear in mind the way people learn when designing your games and activities.
Instruction matters!
When it comes to instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game, it is probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time left to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a game amenable to learning are:
1. Organize or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e., what the students are learning or practicing and how they can win or complete the game) should be made clear to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives. Provide examples if needed.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
:
6. Set an end point for the game: Students need to know when or how the game ends (e.g., 5 minutes/10 minutes/until someone wins) so they can mentally prepare themselves.
7. Have a purpose: Know exactly which game you are going to use and why! Remember, games can be used for a number of reasons, but you must know exactly what it is you are using a given game for (remember duration-path-outcome). Don't just use games for the sake of using games. Only the appropriate application of an appropriate game can result in meaningful learning outcomes.
Key Point: Games are the medium through which learning takes place - if planned and implemented correctly!
Conclusion: In closing, I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills and/or knowledge, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class, then they will be more likely develop a positive attitude toward learning.
Note: For a discussion of the effectiveness of games and key considerations, please see the following paper.
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74-84.
Houser, R., & DeLoach, S. (1998). Learning from games: Seven principles of effective design. Technical communication, 45(3), 319-329.
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What makes a good learning environment (and how do games fit in)?
In Things That Make Us Smart, Donald Norman (1993) identifies seven basic requirements of a learning environment:
1. Provide a high intensity of interaction and feedback.
2. Have specific goals and established procedures.
3. Motivate.
4. Provide a continual feeling of challenge that is neither so difficult as to create a sense of hopelessness and frustration, nor so easy as to produce boredom.
5. Provide the opportunity for direct engagement with the task.
6. Provide appropriate tools that fit the user and task so well that they aid and do not distract.
7. Avoid distractions and disruptions that intervene and destroy the subjective experience
As we can see, these factors are made possible via games - intentionally designed games and activities (like the ones here)
What are the benefits of games?
According to McCallum (1980) games can help focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation. Games are also great for Deliberate Practice.
Aside from the aforementioned pedagogical gains, games may also be used to defuse in-class tension, help students form bonds between one another, and to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning and high-quality language practice.
What are the drawbacks of games?
Although games have proven to be effective pedagogical aids in a range of settings, if games are used in an inappropriate way they may inadvertently detract from learning instead of enhance it. For example, research has shown that games which involve a leaderboard (where you can see where you are ranked in the class) may serve to demotivate some students, while losing a game, especially for younger learners, may result in tears and tantrums. However, the opposite is also true - some people love to compete. With this said, remember to consider your learners when considering how to implement games to achieve the best learning outcomes.
In addition, games without a learning objective may result in more mature learners questioning your choices and applications of games for educational purposes - thus undermining the trust students have in you (since no serious student wants to play games that they perceive to be of limited educational benefit),
Other potential drawbacks, issues, and limitations educators need to be aware of include
- games (especially computer-based games) may be too distracting for some learners
- games may lead to disagreement (especially with younger learners)
- games may be used by educators as a crutch instead of as a learning device
- games do not always facilitate learning as well as one would hope (often, traditional methods work more effectively)
- not all games are created equal (choose wisely)
How do I choose an appropriate game?
With the above drawbacks in mind, it is important to consider which factors need to be addressed in order to make an appropriate game choice. In short, when selecting which games to use, I believe teachers should not only consider the maturity, game playing experience, and language level of their students, but they should also consider the purpose or aims of the game. Educators also need to consider the classroom environment (e.g., location, risk factors, and materials available) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake?) when selecting games amenable to promoting deep and robust learning in their English language classes.
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e., to prevent boredom), or if is it being used for pedagogical purposes (e.g., to introduce, revise, or practice a specific element of grammar or lexis). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun, and the learning goal of the game should be made explicit. Make sure you bear in mind the way people learn when designing your games and activities.
Instruction matters!
When it comes to instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game, it is probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time left to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a game amenable to learning are:
1. Organize or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e., what the students are learning or practicing and how they can win or complete the game) should be made clear to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives. Provide examples if needed.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
:
6. Set an end point for the game: Students need to know when or how the game ends (e.g., 5 minutes/10 minutes/until someone wins) so they can mentally prepare themselves.
7. Have a purpose: Know exactly which game you are going to use and why! Remember, games can be used for a number of reasons, but you must know exactly what it is you are using a given game for (remember duration-path-outcome). Don't just use games for the sake of using games. Only the appropriate application of an appropriate game can result in meaningful learning outcomes.
Key Point: Games are the medium through which learning takes place - if planned and implemented correctly!
Conclusion: In closing, I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills and/or knowledge, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class, then they will be more likely develop a positive attitude toward learning.
Note: For a discussion of the effectiveness of games and key considerations, please see the following paper.
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74-84.
Houser, R., & DeLoach, S. (1998). Learning from games: Seven principles of effective design. Technical communication, 45(3), 319-329.
References and further reading
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Chalki, P., Tsiara, A., & Mikropoulos, T. A. (2019). An Educational Neuroscience Approach in the Design of Digital Educational Games. Themes in eLearning, 12(12), 17-34. https://files.eric.ed.gov/fulltext/EJ1251162.pdf
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74-84.
Garland, C. M. (2015). Gamification and implications for second language education: A meta analysis.
Chicago
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Houser, R., & DeLoach, S. (1998). Learning from games: Seven principles of effective design. Technical communication, 45(3), 319-329.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Norman, Donald A. 1993. Things that make us smart: Defending human attributes in the age of the machine. New York, NY: Addison-Wesley.
Rabah, J., Cassidy, R., & Beauchemin, R. (2018, November). Gamification in education: Real benefits or edutainment. In Kidmore End: Academic Conferences International Limited (pp. 489-496).
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Chalki, P., Tsiara, A., & Mikropoulos, T. A. (2019). An Educational Neuroscience Approach in the Design of Digital Educational Games. Themes in eLearning, 12(12), 17-34. https://files.eric.ed.gov/fulltext/EJ1251162.pdf
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74-84.
Garland, C. M. (2015). Gamification and implications for second language education: A meta analysis.
Chicago
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Houser, R., & DeLoach, S. (1998). Learning from games: Seven principles of effective design. Technical communication, 45(3), 319-329.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Norman, Donald A. 1993. Things that make us smart: Defending human attributes in the age of the machine. New York, NY: Addison-Wesley.
Rabah, J., Cassidy, R., & Beauchemin, R. (2018, November). Gamification in education: Real benefits or edutainment. In Kidmore End: Academic Conferences International Limited (pp. 489-496).
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.