Why Games Can Assist Learning*

• Opportunities for self-directed, goal-oriented learning for adult learners.
• Appeal to visual, auditory and kinesthetic learning styles.
• Create positive associations (appeal to emotion) and "allow for repetition and deeper processing that strengthens neural pathways."
• Create multiple opportunities for practice and feedback on learning.
• Cooperative learning enhances social interdependence: Individuals focused on a common goal (winning!); lessen anxiety when combining knowledge and resources; heighten motivation; dialogue and discussion encourages higher-order thinking.

Principles Underlying the Effective Use of Games
Well-designed and executed games can be an effective way to enhance and support learning in any classroom. Games for the classroom should be based on the following principles:

• Students must understand the relevance of any games to the course's goals.
• To ensure the educational value of games, teachers must match the level of challenge to students' skills.   "Know thy students."
• To ensure continuing interest, games should be designed so that they are predicated on a combination of knowledge and luck.
• To maximize learning, games should be structured cooperatively.   There can be competition between teams, but optimum learning will take place during the independent learning accomplished prior to the game and the peer coaching that occurs as the team players agree on a response.
• Games must emphasize the targeted learning goals.
• Any game must be well organized and well structured so that the class time does not founder on vague instructions and confusion.

Adapted from Millis, B. (2003).   "Using cooperative games for faculty development." In To improve the Academy: Resources for faculty, instructional, and organizational development. Vol. 21.   Ed. Catherine Wehlburg, and Sandra Chadwick-Blossey.   Bolton: MA, Anker, 2003.