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Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education
Many LMS platforms have this capability and even allow for printed transcripts of conversations. Next, students could collaborate using the synchronous video option either provided by your LMS or by a third party e.
Skype and Adobe Connect and submit this work for feedback. Finally, students could take their skills into the real world, recording and uploading their experiential assignments to the LMS for review. Case studies are a popular way to move students toward applying theory and knowledge in a meaningful way. The general procedure is to supply a narrative of the case and ask the student to respond by either answering questions or developing an intervention based on a theory or knowledge base covered in the course.
These two software options are only a couple examples of the many programs available to us and that can be learned with very little training.
Although somewhat labor intensive, these activities can be used in nearly any learning management system LMS and can be reused, edited, and revised as needed. This type of activity development allows for case studies to presented in a way that calls for interactivity and that is represented in a way that visual cues, characters, and information can be displayed to students thereby enhancing their ability to connect with the story, perceiving the experience as a more real-life activity rather than an academic exercise.
To give a little more clarity to the idea of gamification, consider this example. Imagine creating the case study example above but taking it a step further.
Learning with Digital Games: A practical Guide to Engaging Students in Higher Education
Instead of simply asking students to respond to questions or interact with the content, you could add a points system that allows students to earn points for successfully selecting responses that would be indicative of a particular action or approach to a problem.
When completing the activity, students would receive a score and can then replay again, attempting to achieve the best score.
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Barzilai, S. Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Qian, M.
Game-based Learning and 21st century skills: A review of recent research. Whitton, Nicola.