Classroom Games: Annotated Bibliography

Another example of something that is beneficial to kids, and involves games, is ABC mouse because it is a learning program which involves playing games and solving problems. The certain games included are math games, social studies, a study of the planets, climate, and other activities.

This game is a number computation game and has rules like any other games. It became a very important game to me. In the process of playing this game, I acquired the skill to count in numbers, self- discipline, and self-control. Also interacting with other children assisted me to learn good social relationships, and social norms. (Fletcher et.al., as cited in Berk, 2007).

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

There is a section for free access to a limited amount of games, videos, and the like, so if cost is a problem one might be able to find something in the free section to enhance their teaching. The site is very user friendly and reliable and the links are in working order and the site is up to date.

My favorite board game growing up is Mancala. Mancala is a wooden board game with gemstone created as an Asian and African game originally played with stones or seeds. Each side of the board game has 12 small cups and one large cup on each end. Each small cup gets four stones and whoever goes first must try to get there stones in the large cup at either end of the board. The number of stones in the small cups could build up to much more as each player has a turn. If you drop your stones in the large cup either end of the board you get another go, if it lands in one of the small cups on either side of the board then it's no longer your ago at the finish placing all your stones in each cup. I think this is an excellent game for math strategy

Tired of games with vicious competition? Looking for a cooperative board game for 2-4 players? Want to save the world from the ravages of disease? The game for you is Pandemic, by Z-man games. In this board game, players work together to cure and eradicate four diseases, one in each of the major areas of the world: North America/Europe, South America/Africa, the Middle East, and Southeast Asia/Australia. The board is a map of the world with major cities marked. The diseases are designated by small colored cubes. The players serve in different roles, chosen at random: Dispatcher, Medic, Scientist, Researcher, and Operations Expert. Each role has a rule that slightly changes the game for that character. For example, the Medic can remove more disease markers from a city than the other players can. The Operations Expert

The illumination game I played was the Okta’s Rescue. This math game is appropriate for students in Pre-Kindergarden to First grade. This game teaches students a fun way to learn how to count up to twenty using squid. There is also different levels and settings the students can play. for example, level one helps students count from 1-6, level two helps students count from 1-12, and level three helps students count from 1-20. In the game you have to click on the right amount squid shown on the screen. When you think you've collected the right number of squid, click the chute to send them to a new ocean. If you get the right answer it make a good noise, but if you get the wrong answer

A disadvantage of using dice in a classroom can be a bit noisy with the rolling of the dice & students possibly dropping them on the floor. Although Dice games can be used to teach multiple math concepts such as learning multiplication, addition and subtraction and decimals to name a few the games can tend to get boring. The students may either get board or just play with the rolling of the dice for fun.

Test your knowledge. The board game Tic Tac Toe does just that, test your skills at getting three objects in a row; and stop your opponent from getting three in a row, whether it is straight down, straight across or diagonally. You are to keep you opponent from getting three before you do. This game is to build students addition skills. There will only be single digit numbers used. The students must t be quick to answer. The object of the game is to get the students to think and be able to ad mentally. This game will also help students to learn their numbers. I will allow students to use paper and pencil to add the numbers if they are unable to give a correct response mentally. The number from each child will be what they are adding. Ex.

For this game, adaptions can be made for students who struggle with thinking quickly when it comes to multiplication and dividions, with different possible selections of flash cards being made. For students who struggle with thinking quickly with multiplication, easier multiplications such as 2, 3, 5 and 10 times tables can be

Do you think adding a gaming aspect helps with learning? What other games do you think would be useful in education?

In Hedges (2011), the author suggests that a teacher can use student’s pop culture interests to build their pedagogy to engage students in learning that will interest them. In a year two classroom where the students are learning their times tables, I would use an educational computer game to engage students in testing their speed and accuracy of their times tables recollection. By using a method of engagement that appeals to students who are digital natives, it encourages behavioural engagement so students can focus their attention on concepts being learned. It encourages emotional engagement by providing an educational tool that students enjoy playing, and it encourages cognitive engagement so that students will be keen to master their times table skills and progress to the next level. This form of engagement encourages students to immerse themselves deeper into mathematical learning with the use of interesting and engaging practical

Video games, a source of digital entertainment, they’re cool, fun, awesome....But not for a school environment. This idea of Temecula Valley Unified School District creating a video game explore class should definitely avoided because video games can cause bad behavior, and even Health problems! Not to mention, it may cause other many problems.

ing, and classroom simulation games. It is the instructional method bias (Grasha 1996, 93-95), a tendency to select teaching processes because the structural features associated with them are personally attractive. Teachers may like the fact that computers allow them and their students to talk to each other outside of class. Or, a particular method may be valued because it permits relevant movies or CD-ROM based learning modules to be used in a course.

The use of digital games in education poses many challenges to today 's educators interested in adopting new approaches and instructional tools into their repertoire. The multidisciplinary design demands, including joining entertainment and education and the lack of common design language and practices make consistent adoption intimidating and inconsistent (Shi, Shih, 2015), (Killi et al., 2012). The time and energy needed to investigate the adoption of new teaching tools is in scarce supply with today’s educators. In order to facilitate a less stressful and more streamlined adoption of digital game based learning (DGBL) this study proposes to suggest an analytical tool that can be used by an educator attempting to begin their exploration of DGBL in the classroom. The tool will function much like a rubric, offering a rating system for digital games based on established game design elements and levels of cognition from Bloom’s Taxonomy. By combining established game design elements and Bloom’s Taxonomy in the analysis tool, this study also attempts to build a connection between mainstream teaching theories (ie, Bloom’s Taxonomy) and less established DGBL design theories.