Empowering Learning Through Game Design: Tools and Strategies for Educators

Outline

1. Introduction and Overview of the Learning Games Lab Toolkit (10 minutes)
Content: Brief introduction to the Learning Games Lab's history, mission, and the toolkit's purpose in educational game design. Highlight the importance of collaboration and empowerment in learning.
Engagement: Icebreaker question using Mentimeter or similar tool to prompt participants to share how they currently use game-based learning or technology in their classrooms.
Process: Attendees respond in real-time using their devices, and answers are discussed briefly to set context.
2. Exploring Toolkit Activities (15 minutes)
Content: Walkthrough of key activities in the toolkit (e.g., brainstorming sessions, game prototyping, peer reviews). Focus on adaptable, inclusive tools for diverse audiences.
Engagement: Divide participants into small groups and provide a sample toolkit activity to complete, such as designing a mini-game concept or identifying key learning goals.
Process: Small group collaboration using a provided worksheet or digital collaboration tool. Facilitators rotate to offer guidance.
3. Peer-to-Peer Feedback and Discussion (10 minutes)
Content: Each group shares their game concept or completed activity with the whole audience. Feedback focuses on inclusivity, student ownership, and collaborative design.
Engagement: Participants offer constructive feedback to one another using prompts focused on diversity and student empowerment.
Process: Group presentations followed by peer-to-peer discussion using a structured feedback format.
4. Facilitating Student Ownership (10 minutes)
Content: Discuss strategies for helping students take ownership of their learning goals through game design. Present real examples from classroom settings where the toolkit has been used successfully.
Engagement: Scenario-based activity where participants brainstorm how they would adapt game design for their students, considering different age groups and learning needs.
Process: Participants work individually or in pairs to craft a strategy for implementing game design in their educational setting, followed by a brief share-out.
5. Planning for Implementation (10 minutes)
Content: Provide sample schedules for day- and week-long game design sessions. Discuss how to integrate these into diverse learning environments and adapt for varying student needs.
Engagement: Participants create a personalized plan for implementing the toolkit in their own context, noting timelines, challenges, and adaptations.
Process: Use of a template for participants to outline their action plan. Facilitators assist with tailoring plans to specific contexts.
6. Q&A and Reflection (5 minutes)
Content: Open floor for questions and reflections. Summarize key takeaways and next steps for using the Learning Games Lab toolkit.
Engagement: Participants use the chat or a digital tool (e.g., Padlet) to post their questions or reflections.
Process: Facilitators respond to questions and highlight main themes that emerged during the session.

Supporting research

http://learninggameslabtoolkit.org/research.html

Conference Proceedings
Armstrong, A. L. & Chamberlin, B. (2022, June). Developing the Learning Games Lab Toolkit: Engaging Learners from Diverse Backgrounds in Game Design. Games+Learning+Society Conference, University of California, Irvine, CA.

Armstrong, A.& Chamberlin, B. (2019, October). Using Transformational Game Design to Amplify Youth’s Voice and Support Their Social and Emotional Skills. Paper presented at Connected Learning Summit, University of California – Irvine, Irvine, CA.

Books and Book Chapters

Cezarotto, M., Stearns, S., Cushman, J., Connolly, C., Ricard, R., & Chamberlin, B. A. (2021). Collaborative design in extension: Using a modified game jam to explore game-based learning. Extension Foundation (1st ed.). Extension Foundation. https://online.flippingbook.com/view/687221337/2/

Chamberlin, B. A. (2016). Trying hard to make games that don't stink: User testing in the NMSU Learning Games Lab. In M. Schlichting (Ed.), Understanding kids, play, and interactive design: How to create games children love (pp. 325-332). Let's Play Press.

Chamberlin, B. A., Trespalacios, J., Muise, A. S., & Garza, M. C. (2016). User testing in the Learning Games Lab: Getting valuable feedback through frequent formative evaluation. In M. A. Garcia-Ruiz (Ed.)., Games user research: A case study approach (pp. pp.55-75). A K Peters/CRC Press.

Fricke, E. M. (2011). A case study investigation of methods used to gather and apply feedback from players in the design of video games (Publication No. 2011. 3534125) [Doctoral dissertation. New Mexico State University]. ProQuest Dissertations & Theses Global.

Armstrong, A. (2015). Connected educator. In C. Donohue (Ed.), Technology and digital media as tools for teaching and learning in the early years (pp. 250-260). Routledge and NAEYC.

Journals
Trespalacios, J. & Chamberlin, B. A. (2011). Collaboration, engagement & fun: How youth preferences in video gaming can inform 21st century education. TechTrends, 55(6), 49-54. https://doi.org/10.1007/s11528-011-0541-5