Game-Based Learning and Adoption of Data-Driven Instruction in Classrooms Laying the Future Roadmap of Education explores the integration of two innovative educational approaches: game-based learning and data-driven instruction.
The topic investigates how combining these approaches can shape the future of education by enhancing student engagement and tailoring instruction to student strengths and weaknesses. It highlights the potential benefits, challenges, and implications for educators and policymakers as they strive to create more effective and student-centered learning environments. The discussion on the same took place at 27th Elets World Education Summit and speakers explored the various facets of game based learning. Here is an edited excerpt:
Vincent shares five key principles of game-based learning that he recently discussed during a CPD session at a university. He highlights that these principles can be applied without the need for specialized software and can be implemented using simple tools like spreadsheets or paper. Vincent underscores the following principles:
- Clarity of Rules: Games are known for their clear and consistent rules, which contribute to their appeal. Vincent emphasizes the importance of maintaining clear rules in educational games.
- Clear End Point: While providing a clear end goal in a game can be motivating, Vincent advises caution in fostering a short-term, instant gratification mindset.
- Rapid Feedback and Early Leveling: Games offer rapid feedback and gradually increase difficulty. Vincent recommends making the initial levels of educational games easy to hook students and then gradually increasing the challenge.
- Celebrating Successes: Unlike traditional education, games continuously celebrate successes. Vincent suggests celebrating achievements regularly, such as midweek or at different stages, to keep students engaged.
- Encouraging Mistakes: Games encourage players to make mistakes and learn from them. Vincent believes that classrooms should also embrace a similar approach, where students are encouraged to try again and learn from their errors.
Vincent concludes by advising educators to begin with simple concepts and tools rather than relying on complex software when designing educational games. He believes that starting with a basic foundation can make learning enjoyable and effective for students.
Wynce Low, the CEO and Co-Founder of Axcel International School in Malaysia, emphasizes a unique approach to teaching by viewing teachers as facilitators rather than just educators. The school places a strong emphasis on innovation and dynamism in designing various activities, including game-based learning, to make the learning experience engaging and enjoyable for students. This approach is considered a fundamental aspect of the school’s culture.
Wynce believes in starting with a clear understanding of the objectives of education, which is to prepare students for the real world. Instead of blindly following trends and tools, the school focuses on aligning its activities with the intended outcomes. For example, when considering the use of chatboards on the school’s website, Wynce questioned whether it would truly benefit students, teachers, or parents, emphasizing the importance of purpose-driven decision-making.
One of the school’s key areas of focus is financial intelligence, a subject often neglected in traditional education. Wynce and the school actively incorporate game-based learning into co-curricular activities and workshops to make financial education more engaging and enjoyable for students. They use tools like the cash flow board game to teach concepts related to income, expenses, assets, and passive income, helping students develop essential life skills.
Another crucial aspect of education for Wynce and Axcel International School is instilling a giving back mindset in students. They organize events such as Entrepreneur Day and Philanthropy Day to connect students with the real world. On Entrepreneur Day, students learn about business concepts such as cost and profit through activities like charity bazaars. The profits generated from these events are then used on Philanthropy Day to help those in need, teaching students the value of giving back to the community.
Wynce and the school are committed to fostering real-world connections in education, preparing students not just for academic success but also for a meaningful and impactful life beyond the classroom.
David John, the Principal of Kingsgate International School in Malaysia, shared his insights into the use of educational tools like Kahoot and Quizlet. He initially encountered Kahoot during his teaching career in Wales and found it to be a valuable consolidation tool. However, when he moved to Malaysia, he noticed that all the students had laptops, which presented both challenges and opportunities.
David acknowledged that while some teachers might use tools like Kahoot as a means to fill time at the end of a lesson, he viewed them primarily as tools for consolidating learning and occasionally as rewards. He emphasized the importance of creating customized Kahoot quizzes rather than relying solely on pre-made ones.
During a staff meeting, David sought input from teachers on how they used game-based learning in their lessons. He discovered that teachers commonly used web-based games like Prodigy, Quizlet, Cahoot, and Bluekit. However, he was particularly interested in how teachers integrated game-based learning into subjects that might not seem naturally suited to such an approach, such as higher-level English literature.
One example he shared involved math classes, where students earned points for completing past paper questions, with different point values assigned to questions of varying difficulty levels. Students worked in groups and had to strategize which questions to attempt, which turned exam revision into a competitive challenge and significantly increased their engagement and productivity.
David emphasized the need for teachers to use educational games in a way that aligns with learning objectives and promotes engagement rather than merely keeping students occupied. He acknowledged the appeal of flashy and fun educational tools but encouraged teachers to prioritize effective and purposeful use of these resources.
