One way of implementing game-based learning in the classroom is with the Flipped Classroom model. Lau et al. (2021) explained that a flipped classroom is a blended learning model in which students access teaching content online before class, allowing interactive and collaborative activities during class to support learning. Using the flipped classroom model provides a flexible platform for self-paced learning, thus improving students’ interest in their own learning.
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Teaching 2006 in Elementary (1st, 3rd, and 4th grade). As of 2022, teaching 4th-grade mono & dual language virtual classes at La Joya ISD.
When students access their content online, they can have a game as a review or assessment as part of their assignments. The research done by Lau et al. (2021) showed that the flipped classroom was as effective as the traditional teaching method. One of the benefits of this approach is that students can access the game at their own pace and on their own time. In this case, the assignment can be the game provided by the teacher and be done at home. If a student struggles or has questions about it, they can ask the teacher and figure out what the problem was when they come to class. If a student was successful at the game assigned, the teacher moves on with the following lesson.
Another way of implementing game-based learning in the classroom is by providing the students with online games. According to Jong (2015), when teachers implement online games in educational settings, they can provide educators with new insights into formal school educational methods. Online games are essential to students’ lives today, and thus, game-based learning is attracting a lot of academics’ attention. One way this can be done is by conducting the class with online quizzes and trivia games. An example of this type of game is Kahoot. Kahoot is a free, real-time, game-based, Web 2.0 learning platform to conduct a formative assessment (Youhasan & Raheemm, 2019). Kahoot is a tool to enhance learning and to provide feedback to students during and after the game for any subject area. The teacher can create games and tailor them to the subject they are teaching. In the research conducted by Youhasan and Raheemm (2019), they mentioned that 90% of the participants strongly agree that Kahoot provides fun during learning, motivates the learner to learn, and is a valuable method for active learning and providing feedback to the students. Another type of online game is role-playing games like Prodigy. This online game engages students as they explore the Prodigy Math Gameworld, where they answer math questions to complete epic quests and earn in-game rewards. Incorporating role‐playing games allows instructors to explore new teaching methods and implement a truly student‐centered classroom. Because of the active learning that takes place through role‐playing games, students can achieve many of the student learning outcomes set by the teacher. In addition to that, another type of online game to implement is puzzles like escape rooms. Veldkamp et al. (2020) mention that escape rooms are problem-based, time-constrained, requiring collaborative participants, a setting that teachers want to achieve in their classroom to improve learning. Teachers implement escape rooms to create active learning spaces, where learners need a combination of knowledge and skills to solve the subject-based activities. Escape rooms can be implemented by using Breakout Edu that aligns with the concept they are teaching.
An alternative to implementing online games in the classroom is board games. Sardone and Devlin-Scherer (2016) mentioned that “The renewed popularity of board games in the toy industry and the positive impact of gaming on learning motivated us to have teacher candidates develop board games for classroom use to help them see the possibilities of this curricular approach (p. 216). Some simple board games that teachers can implement are games like Candy Land or Monopoly. In this type of game, students are grouped into groups, and as they answer academic questions correctly, they get to move along the board game. These types of games are a move from traditional instructional methods where if students are playing games, they get motivated and work cooperatively with their group to race to the finish line. Traditional instructional methods may have a more challenging time meeting the expectations of today’s learners, whereas gaming adds energy to a class and encourages student learning in unique ways (Sardone & Devlin-Scherer, 2016). Furthermore, teachers can implement games in the classroom by creating their own games. Usually, these games are directly geared towards what the teachers want to focus on and easily adapt to the classroom. Often teacher-created games do not require much materials, and teachers use things that are already in the classroom. Some examples of teachers creating games are I have…, Who has…? and card games. Most of the time, teachers that create this type of games implement them regularly in the classroom. Nevertheless, another type of board game to use in the classroom for those teachers who do not want to create their own game is buying educational games ready to use. Some examples of such games are Bingo, Folder Games, Comprehension Cards, and Are you Ready for 1st Grade. This type of educational games are specific to a subject and grade level. They come with instructions and everything that a student would need to practice that skill.
