.
Video Game
Learning
(Updated) Plan
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto






Lesson Plan: Video Game Learning

Grade Level(s) and Subject Area(s):
on campus class in a computer classroom at Chaffey College  
English 1B (advanced composition)


Lesson Duration
Two and a quarter class sessions



Learning Objectives
Distinguish summary from evaluation

Develop criteria for evaluation

Provide evidence to support your evaluation



Student preparation:

With consideration of Randall Fujimoto's point about "just in
time" learning, the students will prepare by playing Pokemon
Go. (An extra credit incentive will be provided for playing in
advance/outside of class time. Each student may earn up to
30 extra credit points during the semester; this way, a
student who does not have access to the Pokemon Go game
may earn extra credit through other options, and students
who do have access to the game and play in advance may
take on leadership roles during the class sessions. Added
after reading Joe's feedback: Reflecting a "just in time"
philosophy, most extra credit options are announced as
opportunities present themselves throughout the semester;
other options are introduced at the beginning of the
semester. The syllabus explains that students may choose
from these various options and earn up to a total of thirty
extra credit points.)



Lesson Details
Instructor will begin with overview of lesson and mini
lectures on summary, evaluation, and criteria. Instructor will
provide individualized feedback and guidance throughout the
time students work on this lesson. Student roles for the
teams will help to organize the game and ensure
participation by all team members: coach, facilitator,
presenter, recorder, and gatekeeper (These are the usual
roles I use; however, I will update the roles for this specific
lesson.)


Summarizing and Evaluating Pokemon Go gameplay at
the Chaffey Chino Campus

Students will play the game, Pokemon Go, on campus. Each
team will choose to have only one account or multiple
accounts.

Students will summarize the game play.

Students will develop criteria for evaluation

Students will use screenshots from game play to help support
their evaluations


Each team will present their evaluation of Pokemon Go
to the class.

Their presentations will include:

Summary – Provide a summary of the Pokemon Go
experience

Evaluation – Overall evaluation of the game

Four criteria for evaluating the game play

Evidence to support evaluation of the game play - specific
examples from game play with images from game play as
visual aides


Students will distinguish summary from evaluation of game
play. They will practice summary and evaluation as a team.
Then, they will complete individual essays using the same
summary and evaluation strategies, but they will choose
their own games for evaluation in their essays.

Assessment Details
I will be able to assess the ways that each student
participates in class. The final version would be posted online,
but all students are involved in class. Each group will consist
of apprx four students. Each student will have a role
(facilitator, presenter, etc), and they will share
responsibilities for the project.


With consideration of Rachel Lin's feedback and the initial
team structure plans for this class, I have developed two
tentative plans for team presentations.

Plan A: In a computer classroom, English 1B

a.) My college uses Canvas as well. Each team will present
online in the form of a discussion post. The discussion post
will focus on an outline for a value claim essay (including a
working thesis statement, names and definitions of
supporting criteria, and specific examples of evidence with
game play photos provided).

b.) Using a format like the one introduced in this class: Each
student likes a favorite presentation. Bonus points are
awarded to the highest rated presentation.  



Plan B: In a classroom with or without computers

a.) Each team develops an outline as discussed above.

b.) Teams present their outlines in class.

c.) Students vote for their favorite presentations by secret
ballot. (In response to Joe's feedback, I understand his
concern, and I think that providing a presentation rubric may
help. Perhaps, an open discussion is a better option than
secret ballot. I'm interested in additional feedback regarding
the concern that Joe raised.)

d.) The presentation with the highest vote count receives
bonus points. If I disagree with the results, I may award an
honorable mention. I will help the students identify strengths
of each presentation as well as ways that each presentation
may be improved. We will discuss connections between the
presentations and the course value claim essay assignment.