Videogames in the classroom: student discussion leader presentations

Abstract

Purpose

The purpose of this paper is to discuss an assignment using videogames to demonstrate theories from in-class readings. Game-like learning principles (Gee, 2007), collaborative learning in games (Echeverria et al., 2011) and gamification (Sheldon, 2012) are just a few examples of the discussion areas in videogames and education research. But as Rice (2014) finds, there are few available lesson-plans and examples of everyday classroom use of popular videogames.

Design/methodology/approach

In response to this need, this paper discusses classroom use of free popular videogames as cultural artifact examples for course content discussions in a Videogames and Literacies Junior Writing Course offered within an English department.

Findings

This paper describes the assignment and learning goals, specifically discussing the first iteration and subsequent changes made to aid students in their presentations and learning. Included in this paper are discussions of technology affordances within the classroom space, student reactions and student successes and failures with games. This assignment asks students to find a videogame example to use as demonstrations of the course material as they lead class discussion.

Originality/value

Asking students to use videogames and game play to engage course content also engages students in higher-order cognitive thinking about play and game mechanics, helps students analyze course material and develops presentation skills using videogames to discuss course material. In examining videogames as more than just entertainment, students see games as learning tools with ways of teaching culture, teaching learning and testing learning.

Citation

Pfannenstiel, A.N. (2016), "Videogames in the classroom: student discussion leader presentations", On the Horizon, Vol. 24 No. 1, pp. 100-103. https://doi.org/10.1108/OTH-08-2015-0047