Gaming in Education: “It’s not about the games. It’s about the Gaming.”~Dr. Zeitz

For 180 hours I was required to play the game Kingdom Rush ( for the Digital and Social Media graduate course I’m taking.  This was a dream come true as I am an avid gamer when I have time and have briefly dabbled in gamification in my classroom.  Check out my video about my experience:  Gaming in Education



3 thoughts on “Gaming in Education: “It’s not about the games. It’s about the Gaming.”~Dr. Zeitz

  1. I was in “flow” while playing Kingdom Rush, but I understand why an avid gamer might not achieve flow. I had a discussion with my students about Kingdom Rush and gaming in general. They stated it did not challenge them unless they were new to gaming, like me. Many of my students play Minecraft, which I’ll have to check out next.

    I agree that failure is a way to learn and continue on in the game. When I didn’t pass a level, I would become frustrated. However, I learned from my failed attempts, problem solved and changed my strategy to eventually pass each level.

    Thanks for sharing!

    Anne P.


  2. Rebecca,
    I really liked your video response, I will have to try out goanimate, never seen it used before and it seemed like a neat way to create a simple and quick response. What stuck out to me was that you said giving our students a social/collaborative way to learn is something that can be achieved through gaming, and I couldn’t agree more. Through our RLWD, I remember one video mentioning that when working in the group, the students get to experience the fact that a group can be smarter than just an individual working on their own. I have a deep interest in the way our lenses influence the way we think, and the benefits that can come from creating groups with a range of perspective lenses.


  3. Rebecca,
    I really liked your use of goanimate to share your viewpoints. Like you, I struggled to connect with this game at first. I blamed it on my own, personal distractions, but I think that it is also partly what you said. Being a not-quite-avid-but-certainly-not-a-noob gamer, I wasn’t really challenged, especially at first. By the later levels, I was getting more involved, but I focused mainly on achieving three stars on every level to push myself to stay motivated. In addition, my brain kept wanting to rebel because I knew it was for homework and not a game I would have chosen for myself. Despite that, I do want to go back and give it another chance. I did have some very intense moments of Flow when I managed to forget everything distracting me.
    I can imagine that a game like this might frustrate a student who is an avid gamer. It also might frustrate a student who doesn’t care about gaming at all and has no interest in playing. While I am intrigued by, and like, the idea of gamification, I do think that it has definite limitations. If students do not buy in, then it is no more engaging than any other classroom tool. After much thought, I have decided that, for me, gamification should remain just one tool in my arsenal and not a radical change in my everyday teaching.
    Laura H.


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