Developing an Instructional Game

40 points
Name (s): Rachel Schmidt

Now that you have researched and evaluated instructional games and determined what criteria are most important, you
will use that knowledge to develop a game.

Review: What criteria do you feel are most important when developing an instructional game?

1. Has to be fun for students

2. Must challenge students
3. Must relate to a standard and help students strengthen a skill

Process:

TPACK: This would connect my content and technology because I can design the game around my content area. I think
that the game helps my pedagogy and my technology connect because the game is an interactive and create way that
students can work on refining their skills.

1. On what content area and topic will you focus?

I will be focusing on Language arts and how we can use descriptions in writing.
2. On which standards will you focus?
6.3.1.ii Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters
3. Write an appropriate objective.
Students will be able to use descriptive writing as clues by playing an I-spy game
4. Create an outline, story board, or summary of your game idea(s). What will you use to create your game?
What are the themes or concepts? What do you hope the final product will look like?
I will have the students use the My I-Spy creator from Scholastic website to create the I-Spy games.
Each student will make their own I-Spy and place their objects where they like
Each student gets 11 objects to place in their I-Spy game
Students will use write descriptions of each object without using the name of the object
I will group students up by the I-Spy that they have. Each student will tell their descriptions to the rest of
the group and the students can try to figure out what the object is and then find the object in the I-Spy
game.
Students will be using descriptions to explain their objects.
After students are done and have tallied up their points they will answer four reflection questions
Basic elements:

A minimum of 15 questions: The I-Spy game only has 11 prompts so I will have four questions that the students
will answer after the I-Spy game is over

1. Do you think that your descriptions were helpful for your partner to find the objects?
2. What about your partners descriptions helped you?
3. How can writing with description help us to find the objects in our I-Spy game?
4. How can writing with description help us when we write?

http://www.scholastic.com/myispy/play.htm?i=30060

Rules:

1. You will get a list of 11 objects

2. You need to create a list of descriptions for each object
3. You cant use the objects name as a hint
4. You will tell your partner each of the descriptions
5. Your partner will try to guess what the name of the object is
6. If they figure the name out they can look for the object in the I-Spy game
7. If your partner can not figure what the object is you can move on to the next object
8. Each object that your partner guesses correctly and find in the I-Spy game is a point for you
9. You get one point for each object that your partner finds
10. When you are done all of your partner will tell you their objects descriptions and it is your turn to guess
11. When both of you are done tally up the points and the person with the most points will win

Goals: The goals of the game are to win by using your describing skills and getting your partner to guess the objects and
then find them within your I-Spy game

Rubric: We will utilize a slightly adjusted rubric from California State University, Sacramento to self-evaluate and the
instructor will utilize this rubric for evaluation and grading. (See below)
 Levels of Achievement
CRITERIA

Organization and Design

0 points
Layout &
Design
There are few or no graph

0 points
Navigation
Navigating the game is co

Instructional Design and Delivery

0 points
Objectives
Learning objectives are un

Different 0 points
Learning
Styles The game provides few au

0 points

Higher
The game provides limited
Level
Learning
Skills

Game-Based Learning

0 points
Rules or Instructions
Rules or instructions are n
 0 points
Goals
Goals are vague or incomp

0 points
*Feedback
There are few or no oppor

0 points
Interaction
Student-to-device and stu

0 points
Subject
The subject or topic of the

Total Score

*Depending on the game structure, feedback may occur after students play the game.

Evaluation of Total Score:

Number of Criteria Your

Rating Total Point Range
Rated at this Level Rating

Exemplary (A) 40-50 points 0

Effective (B) 30-39 points 0

Baseline (C) less than 30 points 0

Anything below a C will require revision until it meets the baseline requirements.