Game-based teaching: A teacher-led approach for using games in classroom

In recent years, when colleagues from other departments or institutions knew that I am doing R&D in games and game-based learning, they ask for guidance on how they can use games in their teaching. With reference to Gagne's Nine Events of Instruction, I proposed the following steps for using games in classroom teaching:

Events of Instruction	How games can be used
a.       Gain attention	Pre-game playing briefing. Teachers can do either one or a combination of the following activities to gain learners’ attention: The history about the game to be played The story of the game to be played (if the game has narrative element) The reason behind game-based learning practice or the use of games in the particular lesson (suitable for older children) Introduce the avatars or game characters in the game world (if any) Inform learners the game goal and objectives of particular levels or stages, i.e. what the hero / heroine intends to accomplish at the end of the game Assign specific roles to students and brief them their responsibilities of bearing those roles. (for RPGs) Inform learners the rules teacher set for the specific playing session, probably should highlight the reward (for being obedient) and punishment (for breaking rules).
b.      Inform learners of objectives	Depending on teacher’s lesson plan—either to practice implicit or explicit learning (see Tan, Neill & Johnston-Wilder, 2012), teacher may or may not inform learners of the learning objectives (not to be confused by the in-game character’s or avatar’s objectives). If teachers chose to inform learners of objectives, they should elaborate how the game playing experience is related to the attainment of learning objectives. If teachers chose not to inform learners of objectives, they should inform learners that both success and failure in game playing are  parts of the learning process, and promise to debrief at the end of the game playing session (before the end of the lesson).
c.       Stimulate recall of prior knowledge	If the game is related to knowledge which learners supposed to have constructed in previous lesson(s), teachers should brief learners on how prior knowledge could be applied in winning the game. Or at least, conduct a verbal quiz to stimulate recall of the knowledge, and then explain what kind or which portion of the prior knowledge is related to the game to be played.
d.      Present the content	In game-based learning practice, this means letting the learners to become players and start playing. Ideally, teachers should be allowed to play the game in advanced, in order to estimate the possible length of completing a specific game. However, if this is not possible or preferable, the teachers may refer to game developers of the game in advanced, acquiring the normal range of time needed to complete the game.
e.      Provide learning guidance	If there were learners who managed to complete the game earlier than the normal range, then teachers may appoint them to act as peer-coaches. Peer-coaches are encouraged to assist their peers—with teacher’s moderation—to complete the end. In the case where no players were managed to complete the game within the normal time range, teachers should provide hints, tips or options of possible solutions to players. If none of the players were capable to complete the game at the supposed pre-planned game debriefing, teachers should demonstrate how the game can be completed, or at least inform the solution to all in-game challenges. It is important to relate how the solutions are linked to learning objectives and game goal / objectives. In the case of open-ended games (e.g. simulation games), the length of the play session should be set in advanced, and then informing the players, probably during the pre-game briefing.
f.        Elicit performance (practice)	In most games, the performance elicitation will be done behind the scene through the tracking system. Individual learner’s performance will be recording in the game database (in the form of matrices). Teachers can monitor individual learner’s performance by referring to the metrices.
g.       Provide feedback	In-game immediate feedbacks are automated to avoid interference of game flow. Off-game immediate feedback might be provided either by peer-coaches or teacher who physically watch specific learner’s play. The feedback should be constructive and positive, which may scaffold the learner’s completion of the game.
h.      Access performance	Teachers can view the overall performance of individual learners at the end of each game session, i.e. through the matrices. A debriefing session should be organized to show how the overall game score, badges, etc are related to the attainment of learning objectives. The debriefing can also be student-led, in which students are given opportunities to discuss among their peers, and then present the output of the discussion (see Tan, Johnston-Wilder & Neill, 2010).
i.         Enhance retention and transfer to the job	Learners should be encouraged to blog, chat, video or post their in-game actions in social media websites. Teachers who are interested to game surround can also write a blog post or two, and have it shared with the learners.