Game-Based Learning: Micro-Games in the Classroom

"Gamification" is a new approach to education and learning that is garnering more attention and seems to be gaining momentum.  Game-based learning seeks to capitalize on some of the attributes of highly addictive games and harness them in the classroom in order to increase student motivation and foster interactive learning.  Three main categories of games used in game-based learning include micro-games, macro-games, and virtual worlds.  I chose to closely examine and play two different Engish related micro-games: Furious Frogs and Grammar Ninja.

The micro-game Furious Frogs is an Arcademic Skill Builders Games.  This game allows players the choice of creating private games in which they compete against the computer or public games in which they compete with other real-life players.  The game requires players to put into practice what they know about antonyms, synonyms, and homonyms. Each player is represented by a color-coded frog, and the goal is to eat the flies/words that are the antonym, synonym or homonym for the target word.  The game provides feedback describing ranking, accuracy, rate, and words missed.  I enjoyed playing this game, particularly when I was competing against other players rather than the computer.  I can imagine using this micro-game in 7-9 grade classes as a fun practice excercise for students to play during a lesson on synonyms, antonyms, and/or homonyms.  I think that the students would enjoy competing against each other and the game would help their identification of appropriate synonyms, homonyms, and antonyms become more reflexive.

The micro-game Grammar Ninja is ICT Magic/English game.  This "academic combat" game allows students to be ninjas and throw ninja stars in order to identify parts of speech.  At the master ninja level, students are asked to identify nouns, verbs, adjective, adverbs, pronouns, conjunctions, and articles.  Students/players first choose their level of difficulty: Beginner Ninja, Skilled Ninja, or Master Ninja.  While playing the game, students click on words within sentences to identify parts of speech.  I like that if they pick the wrong word, the word blows up and the game tells the student what that which part of speech that word really belongs to (e.g. if a student identifies "hot" as a verb, the computer will tell the student that "hot" is actually an adjective).  The student/player can also use the mouse to make notes and scribbles on the page or click the Question Mark button if they need help or hints.  I really had fun playing this game and enjoyed the sound effects.  One limitation to note, however, is that the game could only be played two to three times before sentences and questions began to be recycled.  I can envision using this game as a reinforcement activity in a lesson plan about the parts of speech.  I think that students of all ages would enjoy this game, and they could play as individuals or in pairs.

"Gamification" is a new concept for me that I look forward to exploring further.  I was very skeptical about the value of micro-games when I first set out, but now I can better see their potential as occasional and quick reinforcement/skill-practicing activities that could spice up lesson plans and allow students to practice what they are learning in a non-threatening context.