Game Based Learning - A Video Game to Replace Reading Comprehension Questions

image from here

My motivation for the game was and continued to be, throughout the process, to engross students with reading comprehension questions. The grade 6 class that I support are currently reading Boy and many, especially those who struggle but also learning / improving their English skills, have difficulty engaging with the questions in the traditional format they are currently given, listed on a sheet of paper for them to answer in their notebook.  Students think they are boring and time-consuming. And I don’t blame them. The most motivated and disciplined students can force themselves to complete the reading comprehension questions, but most students will neither complete the questions nor do so thoroughly. If reading practice were more fun and engaging, students would be more willing to spend more time studying and, as a result, learn more. Having observed first-hand how students engage in digital games, like Conjuguemens and Khan Academy, I can conclude that games in general are more engaging than notebook exercises.

To boost student engagement, I refer to John Spencer’s flow theory which states that for students to be fully engaged, with high concentration, the following should be incorporated:

• An adventure point-and-click game has clear goals and a sense of progression whereas completing comprehension questions in their notebook might seem like a never-ending activity, especially for those ELL students and struggling learners
• Today’s kids like immediate gratification and an adventure point-and-click game will offer clear and immediate feedback. When they get answers correct, a pop-up will tell them so. If they choose incorrectly, a pop-up will encourage them and provide a hint with a humorous twist to it (to infuse some goofiness which middle schoolers appreciate).
• The game will not be too easy that it will cause apathy or boredom nor will it be too challenging that students fear failing. Instead, it will focus on their zone of proximal development. Students choose the level of difficulty - and therefore type of questions - depending on their phase.

As I progressed through the design of the game, while the initial motivation did not change, the context in which to use the game did shift. I initially thought that the game could be a supplement/review to the traditional questions given. Like a reward, motivating the students to complete the reading comprehension questions before playing the game for a review. However, after listening to Heidi Hayes Jacobs’ Ted Talk about modernizing the curriculum, she sarcastically states, “instead do the questions at the end of chapter two, that really knocks their socks off.” I had my a-ha moment. Instead of being shy to shake things up, I should just do it, replace the comprehension questions with a video game! Hence, Boy - The Video Game becomes the learning rather than the review. I know the students in the grade 6 ELL class, as the students in the regular English Language Arts classroom, would be excited to complete reading comprehension activities via a video game. And this is especially true for the students who struggle with reading, with focus, with motivation. In addition, I think it’s important to note that the video game isn’t completed in isolation, that it complements other modernized and creative Boy activities in the classroom.

Click on my document Game-Based Learning, if you would like to take a peek at the design of my point-and-click game.

I thought this would be an easy assignment since I am partnered with a guy that makes video games for a living, you know through osmosis :) but alas, it was a hard one for me! I thank Zoe, a former colleague for her support and Stefan, my hubby, for being so patient as I asked a zillion questions about video games.