View Content #28665

This activity was designed to support learners in the creation of their own games for language learning. It is appropriate for all levels.

Learning Outcomes:
Learners will be able to:

• Define gameplay goals for a game that they create
• Create and iterate a game based on goals

Mode(s): Any

Materials: Game Design Template, Design Your Own Game video, and any other materials the learners need to create physical components of the game

Procedure:

1. Watch the Design Your Own Game video.
2. As a group, debrief favorite games by brainstorming them either on a board, on butcher paper, or on a digital, collaborative space like Google Jamboard. Organize them by what competences they promote. For example, vocabulary games like Boggle and Heads Up promote vocabulary acquisition and the use of language learning strategies like circumlocution. Traditional board games like Life and Monopoly promote the development of decision-making skills. Other games like Apples to Apples involve collaboration and situational awareness (the ability to tailor language to the given context).  
3. Learners will pick their focus for their games.
4. Using the Game Design Template and keeping the competence in mind, learners will think about the general premise of their game (50,000-ft View) and the outcomes associated with gameplay. These outcomes will include target terminology, grammatical structures, strategic skills, and cultural skills.
5. Next, learners will craft their narratives on the template. To do this, they will consider storyline, gameplay goals (e.g., win the battle), and write the rules of gameplay. 
6. Learners will fill out Interaction/Activity Design on the template to plan the game materials they need to create.
7. Learners will create the materials!
8. Learners will test their games with another group.

Notes:

• Before completing Step 3, it may be beneficial to model using a game that most of the class is familiar with.
• In Step 4, it may be beneficial to provide learners with the 50,000-ft View so that they can work together planning the rest of the template. For example, if the class is working on using commands in a healthcare scenario, the game objective could be to pull cards that require players to advance or regress based on symptoms and recommendations from the doctor.
• Steps 4 and 5 may have to be revisited as learners continue developing their games.