There are several steps to prepare game-based learning sessions that can be implemented both in class and at home. Some of the steps are as follows:
Step 1: Prepare for the game-based learning session
Basically, it is almost the same when preparing for a learning session in class. This means preparing material, what to convey in the game-based learning session, and how the material will be delivered. Of course, the media used is game media. Well! What games will be used, are there certain preparations, for example, print and cut.
Step 2: Start with a compelling story or narrative
The teachers can tell a little about the material to be delivered by wrapping it into a fun narrative to attract students’ attention and make them excited. Can also explain a brief description of the games they will play. Who will they be in the game?
Step 3: Play sessions
This is where the main stage of the game is. However, that does not mean that when students start playing, the teacher is just silent and does nothing. This is when the teacher can do three things: observe, intervene, and watch the session.
Observation is to observe anyone who already understands, who is still confused about how to play. Intervention means stepping in to help students who do not understand. And keep the session so that everyone can play at the same time playing calmly and pleasantly.
Step 4: Concluding discussion
Once the playing session is over, don’t really end it immediately, but create an open discussion session. Because the teacher had already made observations, maybe he could ask some students, “why did this action / that action?”, “Why did you throw/take this card and not that one?” Here the teacher can explore the children’s thinking of every action the student took while playing.
This is also the right time. Can you also ask who won? what strategy was used? Vice versa, “Hey, who was the loser? why can you lose? ” or build a more in-depth discussion session by asking what lessons were learned from the game.
Step 5: Evaluate the session
Once steps 1 to 4 have been carried out, the last thing is to do an evaluation. Either self-evaluation in terms of narrative provision to material delivery, or evaluation of all game-based learning sessions. Write down all the things that are already good so that they are maintained in the next session then improve and correct what is not optimal.
Mas Eko again emphasized that all the steps above can be done by utilizing all types of games, including board games. Why a board game? Because the board game can be played by many players in one place, there is no need for electronic devices, and even card components can be made or printed by yourself. Moreover, the interactions and communication between the players that are presented are quite intense.
If you are confused about what games are suitable to be included in the game-based learning session, the teachers just need to look for games that already exist (no need to make your own). Then find out what is interesting about the game and adjust it to the respective material.
Eko gave an example, you can use Snakes and Ladders for example to teach mathematics. Able to learn to count, recognize odd-even, and so on.
Well! Boardgame.id also has the Indonesian Board Game Gallery which provides various board game titles that can be ordered online. The key is to find out first what is interesting about the existing board games and then just adjust it with the learning material from the teachers.
Lido learning is a way by which students can enhance their experience of game-based learning. This is the new successful formula by which children will not find it boring to learn boring concepts.