The game I chose was a simulation game where students are participating in a virtual knee surgery from Edheads. This game would be beneficial for a middle school science class during the human development unit where they are learning about different body systems: muscular system, skeletal system, etc. The learning standard I would use for this game is “MS-LS1-3. Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.”. In addition to a middle school science class, this game would also be beneficial in an anatomy science elective class or even a health class. The game gives students a visual and hands-on approach to see how bones, muscles, ligaments, and tissues all work together in the human body. Additionally, students can relate the game to the real world because knee surgeries are very common procedures. When presenting this game to my students, I would do so after the muscular and skeletal system units so students have the proper background knowledge before playing. The game could be done independently or as a group, I personally would do it as a group to encourage student discourse and collaboration. To differentiate the lesson, I would provide students with a reference sheet with definitions and diagrams of the skeletal and muscular systems. I also would like the reference sheet to have a list of different medical devices. Students can then reference this sheet when playing. The game assesses student learning throughout with questions. Students can not move on until they answer the questions correctly. While students are playing the game, I will be informally assessing them by walking around to see how they are playing the game. Students will also be assessed by their completion of the game. After completing the game, students will have a better understanding of how body systems work in conjunction with each other.
Further Questions:
- When and how often should games be implemented in the classrooms?
- How do we address the inequity between students who do not have access to basic video/computer games at home?
References:
Gee, J. P. & Schaffer, D. W. (2010). Looking Where the Light is Bad: Video Games and the
Future of Assessment. Edge: The Latest Information for the Education Practitioner, 6(1), 3-19.https://www.researchgate.net/publication/303856565_Looking_where_the_light_is_bad_Video_games_and_the_future_of_assessment
https://edheads.org/play-virtual-knee-surgery/
Hi Brittany,
ReplyDeleteThanks for sharing your thoughts on games and simulations in the classroom. I love the connection you made between key properties of a game and assessment in the classroom. Gee and Schaffer state, “They test not only current knowledge and skulls, but also preparation for future learning” when making the claim that games are useful assessments in the classroom (para. 1). This further supports your point that the two are and should be connected. I don’t see why games can’t be used as assessment, as they are testing knowledge that we are looking for. If anything, I think it’s a more authentic way of assessing students and their actual knowledge. I am the queen of memorizing for the test, acing it, and forgetting everything I memorized a week later. I feel like this has resulted in a lot of false assessments throughout my education career. I know how to “play school,” but I am not accurately demonstrating what I know. I think games would be able to provide educators with a more authentic depiction of what students know and allow students with performance anxiety to relax a bit in the classroom.
In response to your question, “When and how often should games be implemented in the classroom?,” I know there isn’t necessarily a one size fits all, correct answer. However, I know that my students and I are exhausted by Friday. If I can make the learning more engaging come Friday, I am going to do it for everyone’s benefit. I think integrating games at least once a week (likely towards the end of the week) to keep engagement and motivation high, would benefit students. What do you think about this question? How often do you implement games in the classroom currently?
Thanks for sharing your game and expanding on how you would use it in the classroom. I enjoyed playing this simulation and know that students would learn a lot from it while also enjoying themselves.
References
Gee, J. P. & Schaffer, D. W. (2010). Looking where the light is bad: Video games and the future of assessment, Edge: The Latest Information for the Education Practitioner, 6(1), 3-19.https://www.researchgate.net/publication/303856565_Looking_where_the_light_is_bad_Video_games_and_the_future_of_assessment
Hey Taryn. Thank you for your comments. I agree that implementing games toward the end of the week to keep motivation high is a good idea. Currently, I often only use games if we have free time at the end of a period, or to review for quizzes and exams. After learning how beneficial games are for students through this course, I intend to change that and implement games more often, like once a week as you suggested.
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