This document discusses principles of game design that could be applied to classroom instruction to increase student engagement. It suggests considering cognitive interactivity through interactive resources that require students to apply knowledge, explicit interactivity by giving assignments with feedback, and beyond the object interactivity by connecting learning to real-world events and communities of interest. Some examples are provided for each principle. The document aims to help educators design lessons that better attract and engage students like successful games.

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9. Image : BULLSEYE

10. Focus
Frame
Image
Word
Flow

11. What exactly
do you want to
teach?
What is the
focus of the
lesson, the
image, the
text, the
presentation?
What do you
want your
students to
know at the
end of the
session? The
presentation?
Is your message
clear at the
start?

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13. Government of South Australia 2011

14. Identify basic misunderstandings
• Have plenty of examples to
clarify.
• Ask others to set the picture
straight.
• Show how search
engines/translators can be
faulty.
• Ask about interpretations and
what something could and
might mean.
sally07 14

15. Frame What is your angle?
Are you focussing on
detail and complexity
or is it a general
overview and
contextualisation?
Is it inclusive?
Who are you
including?
Where are the
boundaries for today?
Where does this
lesson fit in with the
rest of your narrative?

16. Image
Are your
images
inclusive?
Do you
want your
images to
teach a
subtext?
Are the
images
crystal
clear?
What kind
of
atmosphere
are you
setting?
Are your
images able
to
contribute
to visual
literacy?

17. What register are
you using and
why?
Are you using
words which will
convey meaning to
students?
Do you need to
include
clarification of
terms?
Are you preventing
misconceptions?
Are you captioning
when and where
you can?

18. Are you showing how
one thing leads to
another?
Are you showing how
this connects to prior
knowledge, life, the
world, other
subjects?
Have you explained
which part of the
picture you are in at
the moment and
where that can lead?
Are you making
connections with
what you have taught
and what comes
next?

19. Resources
• A photographer’s frame of mind
• Literacy Today
• A rhetoric of sequential art
• 30 graphic novels in 30 days
• TeFL
• paper.li
• Scoop.it
• I’d like to thank Shoo Rayner for allowing me to download and splice the Mr.
British Culture clip

21. The Principles
Interaction
Cognitive interaction
Explicit interaction
Beyond the object

22. Introduction
• Both Katie Salen and Eric
Zimmerman are well
credentialled academically
and in the gaming industry to
look at gaming principles from
a theoretical point of view .

23. Classroom implications
• As classroom practitioners we could
benefit from looking at the
principles which attract our
students to games and try to apply
the theory to ensure more effective
learning in the 21st century.

25. Examples
• Lecture
• Presentation
• Video
• Demonstration
• Talking through examples

26. • What can you do to provide
absorbing content which engages
student brains more
comprehensively?
Question

27. Cognitive interactivity
Functional activity of
button clicking and
page turning
Students are clicking
on web links
Students click on the
button to get to the
next set of information
Students read a page

28. Examples
• Web quests
• Independently viewed
presentations
• Web research
• Completing sets of exercises
• Filling in spaces

29. • What resources can you provide at
the button clicking page turning
level which will want them to click
and turn?
Question

31. Examples
• Using what is learned to create a video
• Presenting what is learned to an audience
• Creating an assignment but including
reflection and feedback
• Allowing students to act and make choices
relevant to content and assignment

32. • What assignments and
activities can you provide to
ensure students are using their
new knowledge in an
interactive, connected way?
Question

33. Beyond the object interactivity
• This is the fan base, the
merchandising the getting
users to engage with the game
in ways so that they identify
strongly with the game.

34. Discussion
• You need to think about and
discuss this. Do we need fan bases
for French? Maths? Science? Are
there ways we can do this
ethically as classroom
practitioners?

35. • Getting students to participate in extra
curricula events
• Making students aware of expos, films,
special events, competitions
• Having focus days
• Creating clubs, teams, special interest
groups
• Publishing work online
Examples

36. Question
• Do you show how the love
of the subject and the new
knowledge can be used to
connect with others and the
real world?

37. • Affective interaction design
• Eric Zimmerman
• Rules of play
• A meaningful read
• Gamelab’s hustler
Resources

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