Christopher Cannon EDUC 8841

Video games and electronic devices have found their way into many homes. Incorporating games into instruction makes sense for the youth of today.

Interactive educational games provide an exciting learning environment and students become enthusiastic and engaged in what they are learning.

 The information I acquired came from an article by Brett Shelton and Andy Walker at Utah State University.  Educational game designers try to mirror commercially successful computer games by offering the challenge, interest, and gratification of standard computer games.

 The designers of educational games include the ability to receive awards and have them taken away. The idea behind rewards being removed are to reinforce correct behaviors and weaken incorrect ones.

 Some educational games that have been designed based on commercially successful games make it difficult for the instructor to guide students through tasks because of the complexity of the game or the unpredictable scenarios of the game.

 Shelton and Walker suggest that all game play activity should be embedded within the game and aligned with the instructional objectives.

 If the proper technology is available, these educational games can be easily implemented.  Commercialization has also been successful due to the popularity and commercial success of games with those under the age of eighteen.

 Educational games have been successfully marketed because of the increased popularity of smart boards and student computers in the classroom.

 Phase 1 : selling the idea This idea of educational games in the classroom must be accepted well among all educators involved. Educators need to acknowledge that games need extra support and cooperation from IT.  Phase 2: Preperation Schools and districts need to dedicate time and money to preparing the classroom environment thoroughly. Administrators must provide support for teachers learning how to operate these games. This support will reduce frustration.  Phase 3: Implementation Teachers need to understand how the activities connect to the standards, what the goals are for the exercise and which students it can benefit the most. Reference: Best Practices for Using Games & Simulations In The Classroom. (2009). Guidelines for K-12 Educators. Retrieved from ormat=raw&Itemid=59

From my research, I have learned that educational gaming began to receive recognition in the early 2000’s. I have not been able to find any definitive information about the adoption of educational games from the early 2000’s to now.

 The 2011 Herizon report stated information about the adoption of these games post  The report predicts game-based learning will be widely adopted by mainstream classrooms within two to three years.  I will continue to conduct further research to have precise dates for the adoption of game-based learning.

 The administrators and teachers would be considered the innovators and early adopters for this innovation.  The administrators are introducing the new technology within the school and providing support to ensure effective use of the technology.  The teachers recognize the excitement and engagement that games provide when incorporated into instruction.

 Some teachers are not enthusiastic to try new things and incorporate new strategies into their instruction. This is especially true about technology innovations.  Sufficient training and support would be required to motivate these teachers to implement the new innovation into their instruction.

 The relative advantage would be one of the most important of Roger’s perceived attributes to demonstrate how the new innovation is more beneficial than any prior to it.  Observability would be an attribute necessary to provide definitive evidence of how effective an innovation is before it can be fully adopted.