Games-based learning involves students playing, creating or being engaged with a range of games to provide a new way to develop their skills or interests. Although there has been much criticism about the effectiveness of games in the classroom, it is beginning to become clear that the benefit much outweigh this as it can allow play and learning can be merged (Thomas & Brown, 2007). Games are popular among individuals of all ages as they allow a level of difficulty in which the people need a few attempts to succeed, but are motivated to continue with the game. They can have a high level of engagement as there is a level of interaction, nothing in a game happens unless the user does something first (Gee, 2005), meaning players are producers not just consumers (Gee, 2005). Games-based learning involves students both playing and creating their own games.
Creativity and games
Scratch, is one game where students are able to create their own worlds, stories and games. In this program students are able to make adventure, clicker and chase games. Students show their creativity through the choice in game type, character and story they can create behind their game. For those students who are struggling there are tutorials within the program which they can use to follow and gain an understanding of the required elements within game making.
Scratch, is the application shown above in which students develop basic coding skills to create their own games!
Limitations
Some students may play games regularly however their knowledge of coding or creating games might be limited. Understanding how to design a game using Scratch can, therefore, be time consuming. Some teachers might also find it hard to help those struggling students as they have limited understandings themselves. In saying this apps such as Scratch have online tutorials which can help both students and teachers alike.
Classroom use of games and learning
English: Can design a game for a book students are studying in class
Maths: When playing a game players think about their probability of wining, can be formulated and calculated
Art: Making a creative game by designing and producing an original game
References:
Gee, J. P. (2005). Good video games and good learning. Retrieved from: http://dmlcentral.net/wp-content/uploads/files/GoodVideoGamesLearning.pdf
Thomas, D., Seely Brown, J. (2007). The play of imagination: Extending the literary mind. Games and Culture 2(2), pp. 149-172. Retrieved from: http://www.johnseelybrown.com/playimagination.pdf
21st Century Technologies and their use in the Classroom 
Hi Emma ,
I really liked how you have included some lesson ideas that could be used across the KLAs! I would love to apply some of these ideas in my future lessons as a teacher. What stage do you think would be suitable for each of the activities suggested?
I have had a chance to use Scratch in the tutorial and I think it’s an amazing tool that foster student’s creativity. It’s great how Scratch allow students to become creators of their own learning (building their own learning game) and play games others have created.
I definitely agree with you how Scratch as a learning tool can be hard to use for some students with a lack of coding knowledge. I have also found that it is important to guide students to make connections between the knowledge learned in the game and the content learning in class as students often fail to see this connection when creating their games.
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