A Model for Exploring the Usefulness of Games for Classrooms

Abstract

Meaningful use of digital games can create a more potent schooling environment where students are engaged, focussed and motivated to learn. However, the potential impact of games in the classroom will not be realised until teachers learn to embrace the strengths of digital games. This paper presents the Game Uses Model for Classrooms (GUMC), a Model to help teachers explore the use of digital games in their unique classroom context. The GUMC was directly derived from experiences of educators in Queensland, Australia. It aims to make explicit the intuitive thought processes of teachers who use games effectively, and can be used as a planning tool for all teachers to help them to richly and elaborately intertwine games into their curricula. The GUMC can also be used by game designers to help them create games that have subtle but powerful classroom relevance.