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GAME-BASED LEARNING

Game Based Learning

What is it?

Game-based learning involves students using game development concepts and software to create their own games. Game-based activities are highly engaging and motivating for students and, when embedded within the curriculum, can be a highly effective way for students to learn. When students create games, they have the opportunity to become involved with authentic collaborative projects that enhance their problem-solving, communication and teamwork skills. Game-making also helps students develop the three types of thinking that the Digital Technologies curriculum is based around—systems, design and computational thinking. The thinking and skills described above that can be developed through this learning process are highly desirable for workplaces of the future.

Research suggests that game-based learning encourages participation and learning in STEM subjects (Jackson, 2014). Furthermore, research indicates that 'games enhance a range of cognitive functions and generate responses in the brain associated with attention and learning'. (Australian Council for Educational Research, 2016)

References
Jackson, D (2014). STEM growth: Getting students interested in the sciences. (Australia: ACER Research Developments).
ACER (2016). Video games and STEM. (Australia: ACER Research Developments). Online: https://www.stemgames.org.au/teachers-and-parents.

Applications and games

For the classroom


Case studies


North Fitzroy Primary School

North Fitzroy Primary School

Students as experts

Rosebery Middle School

Rosebery Middle School

Just playing games

Competitions and programs


Australian STEM Video Game Challenge

Australian STEM Video Game Challenge

Learn more about Makerspaces in the library with both student and teacher perspectives.

CoderDojo

CoderDojo

Students aged 7–17 may find a CoderDojo nearby where they can learn to code, develop apps, websites, games and programs.

Curriculum links


Level F - 2:

Follow, describe and represent a sequence of steps and decisions (algorithims) needed to solve simple problems (ACTDIP004).

Level 3 - 4:

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Level 5 - 6:

Design a user interface for a digital system (ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Level 7 - 8:

Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)

Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)

Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)

Level 9 - 10:

Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)

Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)

Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)