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K-12 Teaching and Learning with Non-Digital Games Microcredential

K-12 Teaching and Learning with Non-Digital Games Microcredential

This microcredential gives K-12 educators a deeper understanding of the research and resulting best practices regarding how, when, where, and why to implement non-digital games in the classroom. Upon completion of this microcredential, teachers will be able to describe their experience with implementing analog games into the classroom.

MICROCREDENTIAL ID: ETEC-TLG-0001
CREDENTIAL: K-12 Teaching and Learning with Games
CREDITS: 1.0 CEU (10 hours)
AUTHOR: Dr. Rick Ferdig

​ Registration

 

How to Earn This Microcredential

Participants must submit evidence of learning, implementing, and reflecting on teaching with non-digital games in the classroom. This includes a written overview of the advantages and disadvantages of analog gaming, an implementation of analog gaming in the classroom, and a reflection on lessons learned in this microcredential.

Fees

Participants submitting this microcredential for review will be assessed an administrative fee of $50. Participants who successfully complete the microcredential will receive a certificate showing completion of 1.0 CEU.

 Why Get This Microcredential?

 

This microcredential is part of the K-12 Teaching and Learning with Games Credential. This is the first microcredential in the credential; it introduces participants to the long and storied use of non-digital games. It allows teachers to try analog games in their teaching and learning contexts. The content also sets the stage for additional learning about digital game consumption, production, and gamification.

Important Terms
  • Affordances – considered positives or advantages; it could also mean that something enables something else to happen. An affordance of a fork is that it can allow you to eat food.
  • Constraints – things that are considered negatives or limitations. A constraint of a fork is that it does not allow you to eat soup easily.
  • Non-Digital games – a game that does not require digital devices such as a computer, mobile device, or console. These are sometimes called analog or board games.
  • Educational games – games that are either created for educational purposes, or if not specifically for educational purposes, they can be applied for educational goals. Educational goals can be cognitive, emotional, affective, social, etc.
  • Evidence-based – statements about topics (e.g., educational gaming) that are backed by research literature to support claims.
  • Pedagogy – there are a lot of definitions, but it is probably easiest to think of this as the art or science of teaching. It would be easy, for instance, to ask educators how educational gaming fits into their pedagogical beliefs.

  Benefits of this Microcredential

 

Analog gaming, which often refers to things like board and card games, has made a tremendous return societally. This could be due, in part, to families gathered together during the pandemic. There has also been recent research suggesting the benefits of a return to board games. While educators may have played analog or board games in their own homes, many have yet to explore the use of such games in educational settings. Many prefer or have been asked to jump into digital gaming without considering the analog counterpart. The purpose of this microcredential is to prepare educators to make research-based arguments for the benefits (and ways to address the needs) of analog gaming in education.

Standards

Ohio Learning Standards: Technology
  • Varies by grade level
ISTE Educator Standards
  • 2.1 Learner
    • 2.1.c - Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  • 2.4 Collaborator
    • 2.4.d - Demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.
  • 2.6 Facilitator
    • 2.6.a - Foster a culture where students take ownership of their learning goals and outcomes in independent and group settings.
    • 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.

 Evidence Review

 

Candidates interested in earning this microcredential must submit three pieces of evidence: one piece related to learning, one related to implementing, and one related to reflecting.

When you are ready for your evidence review, submit your pieces of evidence for feedback from a qualified instructor. 

Learning

In this first of three sections, you will be learning about important aspects of teaching with non-digital games.

Required Resources

  • Read
    • Chapter 9 () of Miller, C., Batsaikhan, O., & Pluskwik, E. (2022). Game-based and adaptive learning strategies. Minnesota Libraries Publishing Project
    • Pay attention to the definitions introduced and research suggesting the benefits of analog gaming.
  • Read:
    • Gwen Dewar’s
    • Pay attention to the research discussed as well as the games introduced. Also, pay close attention to the idea that analog gaming (and digital gaming) require more than just the game itself.

Additional Resources

  • Popular Press
    • Board Games for Learning -
    • Scholastic -
    • TheSchoolRun –
  • Research materials
    • Bayeck, R. Y. (2020). . Simulation & Gaming, 51(4), 411-431.
    • Garcia, A. (2020). Reading Research Quarterly, 55(1), 9-27.
    • Noda, S., Shirotsuki, K., & Nakao, M. (2019). BioPsychoSocial medicine, 13(1), 1-21.
    • Sardone, N. B., & Devlin-Scherer, R. (2016). The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215-222.
  • Videos
    • | Kevin Corbett
    • | Joel Baraka | TED
    • | Drew Blas | TEDxTopeka

Required Evidence

  • Submit a 1-2 page overview of the ways in which analog games can positively impact teaching and learning. If you are currently using analog games, consider if anything you read supports or refutes your current practices. If you are not currently using analog games, consider what types of games you might use to supplement your practice. Finally, consider the challenges of a lack of novelty (compared to digital for some students) and potentially a lack of familiarity from students (board games are not necessarily as prevalent across all ages and zip codes).
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of using non-digital games in the classroom.
  • Criterion 2: Educators can use references to support their claims about the value of using non-digital games in K-12 education.
Implementing

In this second of three sections, you will select and implement a game in the classroom.

Required Resources

  • Your main goal for this section is to pick and implement an analog game (e.g., board game, card game, etc.). Thousands of internet links are dedicated and devoted to analog games for specific content areas.
  • Here are three suggestions for picking a game:
    • Ask a friend or colleague. You will be surprised to find out who has already been using analog games in the classroom.
    • Do an internet search for educational board games and/or your content area and board games (e.g., math board games, science board games). Most sites that come up include paid links and, therefore, will not be included here.
    • Do a search to see what research has been done on games in your content area. For instance, a search for literacy board games brings up thousands of results.
  • Please note that the β€œboard” game is being used in place of the analog game for easy searching. Card games and other non-digital games are welcomed.

Additional Resources

  • BoardGameGeek’s list of
  • °δ³σ²Ή±τ°μ.³¦΄Η³Ύβ€™s
  • KQED –
  • Wonica, P. (2015). Analog game studies, 2(4).

Required Evidence

  • Create a lesson plan that includes the implementation of an analog game into student learning.
  • Be sure to include the appropriate state learning standards in your lesson plan (e.g., ).
  • Implement that lesson plan in the classroom.
  • Evidence of successful completion must include two components:
    • The lesson plan should be in Word or PDF format. There are no length or format requirements. However, it must include state or content standards.
    • Include in the lesson plan the actual date(s) of implementation, as well as the age and grade level of the audience.

Evidence Review Criteria

  • Criterion 1: Educators will present evidence of creating a lesson plan that implements an analog game into learning.
  • Criterion 2: Educators will implement the analog game lesson plan.
Reflecting

In this final of three sections, you will reflect upon your experiences in this microcredential.

Required Resources

  • If you are new to writing reflections and/or this is your first microcredential, then please visit at least one of the additional resources.

Additional Resources

  • EduBirdie -
  • Trent University –

Required Evidence

  • Reflect on what happened during the implementation. Specifically, focus on:
    • What went well? What did the students enjoy?
    • What would need to be changed for next time?
    • What did you read about in the β€œlearning" section of this microcredential that was either true or not true for your classroom implementation?
    • If you had to do this over again, what would you do differently?
    • Are you more or less convinced about the potential of using analog games for teaching and learning? Why?
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • No references are required.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate a thoughtful reflection on their learning experiences.
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