Week 7 – Gaming and its possible use in learning and teaching

Gaming and its possible use in learning and teaching

This week students are asked to familiarize with Sploder, a gaming website that has many members from around the world who have created a vast array of cool games and activities.  My initial thoughts when I was reading about this task was that gaming was for enjoyment or for individuals who are gaming enthusiasts, a topic that I have little interest in. Still, I decided to leap into it. I watched various instructional videos, which provided me with a basic knowledge of Sploder. I then entered the online Sploder program and began creating my game, it was not a difficult task and I actually found it quite enjoyable. At the end of the task I created a level 1 Sploder game with multiple obstacles.


After reflecting on my Sploder game I acknowledged one of my weaknesses in this task is that I have not mastered how to create level two and link level one and two together, thus for future improvement I must delve into deeper research so that I may understand and master how to create different levels and different difficulty levels of the game, this will enable me to better differentiate for my classroom and prove useful for my future teaching.

Upon study of the unit readings, I learnt and reflected on how gaming can a very useful tool in the classroom if planned carefully to relate to class material, introducing appropriate gaming can allow students to gain deeper understanding of educational application. For example racing games are a useful tool to teach students the concept of probability, distance and speed (Howell, 2012). Gaming can also increase self confidence and independent working skills amongst students, if a student is to increase in levels in a game or achievement of a goal, then a student will receive instant feedback, such as a reward or bonus points. This also teaches students to understand the importance of meeting deadlines or targets as well as gaining insight into how to organise time and knowledge obtained from the level before to suit the deadline and the target. The knowledge and skills students learn and develop from gaming is essential, as it provides them with the necessary skills for tasks with a time limit  (tests).

The learning process associated with gaming is closely related to Constructive process in learning, whereby children are not passively absorbing all information but are enthusiastically creating knowledge and skills. This theory also focuses on how children construct their own knowledge instead of another constructing it for them (McDevitt et al., 2013). Constructive process in learning is also related to the topic of gaming, as children work independently or together through gaming tasks in the classrooms to construct their own knowledge of different tasks and develop skills in order to improve when met with new challenges and reach a target or goal.

URL to my game Strange World game http://www.sploder.com/publish.php?s=d004bpvo


Howell, J. (2012). Teaching with ICT :Digital Pedagogies for collaboration and creativity. South Melbourne, Australia: Oxford University Press.

McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and Education. French Forest, NSW: Pearson Australia.

Play time educational toys. (2014). Combining the worlds of gaming and education [Image]. Retrieved from http://www.playtimeeducationaltoys.com/2012/04/04/kids-educational-games/


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