Travis Schrake

Week 1 Reflection
05/18/2019
Instructor: Dr. Min Lun Wu

After conducting research through both articles and the recommended video I am looking
forward to ways that I can add more digital game based learning in my science classroom. These
articles allowed time for reflection on past and current teaching practices. Using DGBL in both
S.T.E.M club and science class has proven useful, but I never considered the reason why it could
be an effective tool.
Inquiry based learning is an effective model in science classrooms because of the focus
on critical thinking and problem solving skills. Students must develop these skills within their
toolbox to develop as lifelong learners. In both articles one pillar of digital game based learning
is the integration of problem based learning. Digital games use the PBL model by chunking
relevant information so students can access information at appropriate times to allow for goal
setting, immediate reward, and authentic feedback.
One challenge I have had in the classroom is finding games that are effective under the
COTS category. Digital games that I have made myself have allowed students to show mastery
on specific skills more than premade tools. With that in mind, when Richard Van Eck discussed
the three types of games one game came to mind. Minecraft is a sandbox game that I have used
in the classroom for landform identification and formation. This game would fall under the
COTS category, but with the wide scope of user choice one could argue it has aspects of all three
categories.
Within Minecraft education edition students can be limited to specific creator options that
allow for student created games within the game. The educator can also create games in the
server and have students follow the limitations set by the teacher. Having utility that offers
different approaches to learning I feel that this tool has the potential for effective learning within
the principles of PBL.
The author also discusses the development of STEM games and the challenges with these
tools. I understand the frustration with non authentic STEM tools being marketed as effective
mediums for learning. We have to remember that in terms of DGBL, the game must be high
quality. High quality in this area should be PBL that focuses on attainable goals, allowing for
students to explore specific standards in a low risk environment. Sandbox and choice can be
useful in inquiry based learning, but to meet the needs of low, middle, and high students the goal
should be clear and the game should be focused on the standard or 21st century skill. This scope
or focus could make it easier to use DGBL for state standards in the classroom.
Reflection on the materials presented was useful in understanding why DGBL is useful in
the classroom. When you look at game design concepts they alline well with current research on
learning and brain development. Because of this I am excited to see how this tools adapts as
more research and technology become available.