Developing an Instructional Game

40 points
Name (s):

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.
2.
3.
4.

User friendly
Visuals and sounds that keep students intrigued (motivating)
Includes relevant content
Self learning, not directed instruction

Process: You will approach the development of the game as an instructional designer. You must
think of your objectives, correlating standards, TPACK, ASSURE, and more.
TRY to think OUTSIDE the BOX!
Game ideas: Digital camera, I spy, matching | QR code hunts, WebQuests, Photo hunt with
Google
Richard Byrne
QuestGarden
ClassTools Templates EdTech Dowloads
Google for more or use something you know.
Respond to each prompt. You will submit this document in BB.
1. On what content area and topic will you focus?
Elementary Math (21st century mad minute)
Addition, subtraction of whole numbers and fractions
2. On which standards will you focus?
EEOs
The whole number system describes place value relationships and forms the foundation
for efficient algorithms
Formulate, represent, and use strategies to add and subtract within 100 with flexibility,
accuracy, and efficiency.
The whole number system describes place value relationships within and beyond 100 and
forms the foundation for efficient algorithms
Number relationships can be used to solve addition and subtraction problems
3. Write an appropriate objective.
Students will be able to stay focused and solve rapid addition and subtraction problems.
Students should be engaged and using their strategies to solve without stopping.
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?

Make your outline here:

Our game is a mathematical pacman. We took the concept of a mad minute, which accesses
students accuracy after taking a minute to complete random math problems. We want the
student to feel the pressure to continue on in the game, not to be pressured on making an
answer. Students actually play as pac man, and simply solve 3 math questions to gain a life.
Sounds easy right?

Basic elements:
A minimum of 15 questions
or prompts (or equivalent)
Text

Gaming
Graphics
Instructions

Objective(s) and goals

Interaction
Creativity

Now go and create your game! After creating the game, return to this document and use the
rubric below to complete a self-evaluation.
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

Layout &
Design

0 points

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:

Rating

Total Point Range

Number of Criteria
Rated at this Level

Exemplary (A)

40-50 points

Effective (B)

30-39 points

Baseline (C)

less than 30 points

Your
Rating

42

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