In games, tasks become increasingly more difficult as players compete against other participants, themselves, or the game itself. Particularly with digital games, players receive ongoing feedback and just the right amount of challenge to persist in attempting to clear the next level. From low to high tech, what are some ways educators are incorporating the elements of gaming into instruction? How have you designed tasks that create the sort of “productive frustration” that intrinsically motivates students to keep trying? How can teachers reduce the time between students’ effort and feedback on that effort without sacrificing the quality of feedback? How do you help students learn from their mistakes? What processes can be automated or streamlined so that students can independently seek additional levels of challenge or support in what they’re learning? What are the limitations of game-based learning? Can it be used to teach higher-order thinking and complex tasks?
ASCD Express is looking for short, 600–1,000-word essays on the theme “Game-Based Learning.” Guidelines for submissions are here; please send us your submissions to firstname.lastname@example.org by April 15, 2014.