Game Design Jhih-Kai Kevvy Yang 楊智凱 2019.02.26

Gamification vs. Game-Based Learning (GBL) It takes game elements and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences. GBL In GBL, students explore relevant aspect of games in a learning context designed by teachers. Teachers and students collaborate in order to add depth and perspective to the experience of playing the game.

Color Connection Each player gets 5 color cards. Take turns telling a story and each player connect the story to a color. Reveal the color. The player who showing the color that most people connect to gets 2 points. The rest of players get 1 point. Talk about the reason. The winner is the player/the group who gets the most points.

Use/modify the game mechanics with different topics. Topics: zodiac signs, animals, numbers, locations, countries, etc. as the categories. Game mechanics: Story Sentence Word WordWord color

Game Elements of Color Connection Materials: color cards Learning objective: description (storytelling/narrating), discussing stereotypes, explaining Game mechanics: association, voting, immediate feedback

Game as a task in English Classes Tasks (Games) 108 New Curricula Traditional teaching

Timeline Each player is dealt 5 cards with the side of dates and years down on the table and leave the rest card on the table as a draw pile. Put 1 card in the middle. Read the description and flip the card to see the date and year. Each player takes turns placing 1 card and determines/guesses whether the event happened earlier (put on the left side) or later (put on the right side).

Feel free to have students use dictionary or ask questions. If it is correct, leave the card in the middle. If it is wrong, discard the card and draw a new card from the draw pile. The winner is the one who first plays all the cards. Feel free to have students use dictionary or ask questions.

Using diagrams, charts, tables, etc. to create games The students can later look for the most important information and recreate the diagrams, charts, tables, etc. Connect the game to the textbook contents. https://www.timetoast.com/timelines/martin-luther-king-jr-473cf84e-564e-48dc-a243-fb7d760130ec https://kinginstitute.stanford.edu/king-resources/major-king-events-chronology-1929-1968

Take cooperation and competition into consideration  or Co-optition How do you modify the game into a co- opetitive one?

Grouping 3 Note. Spread all the cards with the face down on the table. Put 1 card you obtain back if you make a mistake or do not say the word. Feel free to take a look at the book and ask questions. Spread all the cards with the face down on the table. Take turns flipping the cards. When finding 3 cards referring to the same words, slap one of them and say the word. Each person can only slap one. Keep the card if it is correct. The winner is the one who obtains the most cards.

What are the difficult words for you? Do you know how to use these words?  Make students be responsible for their learning.

The Turtle Race Each group has a game board and a dice and each player has a token of a color. Take turns saying a token of a color, a number, and rolling the dice. If the number is equal to or bigger than what the person says, the token of the player is moved forward the number of the steps s/he says. If it is smaller, the token is moved backward.

Each group has a game board and a dice and each player has a token. Note. When the token stacks together and if you move a token with other tokens stacking on it, the token and other token above it move. Each group has a game board and a dice and each player has a token. Take turns saying a number and rolling the dice. If the number is equal to or bigger than what the person says, the token of the player is moved forward the number of the steps s/he says. If it is smaller, the token is moved backward.

Modify a game with linguistic elements/learning goals Can we learn/practice some words, sentences, or other aspects of language learning? Can we guide the students to explore the texts in the textbooks?

Spelling Master Each group has a set of alphabet tiles and a buzzer. The teacher says a word and the players should spell the word out and hit the buzzer. Each group should keep a record of what you have spelt. Two points go to the first, and 1 point goes to the rest of the groups that spell correctly. The group that provides definition obtains extra 1 point.

Game as a channel for students to explore what they are going to learn and become an active learners. Put the contents in the game and help them to explore different facets of the world actively. The students collaborate to learn English and explore more through the game.

Sometimes students can do it on their own. Step 1 Play Games. Understand rules of games. Step 2 Modify a game into a language game. Make use of game mechanics. Step 3 Balance the game. Test the game.

Common Game Mechanics Movement Turn and simultaneous Resource management Risk and reward Role-playing Tile-laying Races Turn and simultaneous Action points Capture/eli- minate Auction or bidding

Balance the Game Observation and Statistical analysis to find the imbalance part Symmetry (same resources) Randomization (cards or dices) Feedback loops (As the player goes farther, the game becomes harder.)

Final remarks Differentiated instruction Giving enough scaffolding for learners Tasks, not tests: using the tasks to check students’ performance, but not to judge the students Extending learning from lower- to higher-order thinking

Higher-order thinking

For more new game ideas or questions, contact me. Jhih-Kai Kevvy Yang 楊智凱 kevvy.y.z.k@gmail.com