Gaming in the classroom

After teaching nine university courses using the virtual world of Second Life as an educational classroom, the author of one of the articles Cynthia M. Calongne came to the conclusion that successful virtual class experiences require a blend of technology, tools, content, student ownership,
identity, engagement, course structure, risk management, mentoring, feedback, and a good orientation to using the tool. During one of her sessions, a student reflected: “If teens can do it, I can do it.” Student ownership grows as students visualize the class workspace as a place where they meet, attend class sessions, work on projects, play, and relax with friends. Fear and uncertainty are barriers to learning.

I totally agree, that students worry that they are already challenged to learn a host of new concepts while acquiring the desired course competencies. Adding the complexity of a new software tool increases their perception of risk, and they need to see the benefits and how the instructor will manage the risks. Students need to know that it is OK to make mistakes and to explore the boundaries and that they are required to be active participants. After all, students learn best from their mistakes and rarely forget them, so one rule is that mistakes are great opportunities for learning. New roles emerge as students move from campus and online discussion boards to the virtual world classroom. Education centers on discovery, yet students often have a limited view of their role in the classroom. Some may be taking a class because it is required rather than because they chose it. A few may feel disengaged and go into “cruise control,” expecting the instructor to entertain them. Shifting students from the passive roles of survivors and castaways to the active roles of researchers and explorers requires a change in their perception of themselves and their willingness to participate. However, there should be a well-structured course includes a syllabus that defines the course objectives, learning objectives, goals, measurements, a schedule of activities and assignments, and rubrics for assessment. Virtual world courses add information on how projects will be delivered, how class discussions will be evaluated, and how students can benefit from feedback to improve the quality of their work throughout the course. Exams or assessments of competency shift to projects and solutions to problems that are expressed in context, offering new ways to visualize, experience, and assess the solutions. Virtual world classrooms are no less real than other online class environments, and if used for synchronous class sessions, they may simulate a campus-based class meeting.
In order to use virtual worlds for teaching it is not necessary to have a teaching game to involve students it is enough to create one or use one of existing virtual games/realities to engage students from the classroom into an environment where they feel relaxed.