From Bored Games to Board Games: Student-Driven Game Design in the Virtual Classroom

Abstract

Classroom assessments needed to be rapidly modified at the start of the COVID-19 pandemic, as instruction transitioned from an in-person to virtual format. Yet, a significant obstacle among instructors during this time was developing online assessments that were useful, engaging, and accessible for students.Classroom assessments needed to be rapidly modified at the start of the COVID-19 pandemic, as instruction transitioned from an in-person to virtual format. Yet, a significant obstacle among instructors during this time was developing online assessments that were useful, engaging, and accessible for students. We implemented a game design project in our introductory ecology course in spring 2020, in which students were required to develop a novel game based on ecology topics discussed in class. The learning objectives of this assignment asked students to (i) design a game for their peers based on an important ecological topic or concept from a specific unit or lesson in a creative manner; (ii) encourage critical thinking and discussion of ecological topics and concepts in the game; and (iii) judge their peers on the quality and enjoyment of their games. We found that while students developed various game formats and focused on different unit learning objectives, including nutrient cycling, climate change, and community dynamics, instructor and peer review indicated that the games created for this assignment were both conducive to learning and highly accessible. We suggest that a student-developed instructional games project is an effective way to engage students in an assessment that is enjoyable, collaborative, and requires creative application of the course content, in many possible biology courses and in-person and online learning environments.