- 1.1.1 Games rich in historical connections, such as 1960: The Making of the President and Twilight Struggle, allow students, through inquiry, to seek knowledge in curricular subjects and connect their activities back to the real world.
- 1.1.2 Often, a game’s mechanics will utilize previously learned curricular skills (Numbers League & Lost Cities). Or, due to its theme (Once Upon a Time & the 10 Days series), game play benefits from the use of prior knowledge.
- 1.1.5 Countless games require the evaluation of information. Whether it is determining which role would be most beneficial (Citadels & Puerto Rico) to analyzing social cues and behaviors to deduce who is playing subversively (Shadows Over Camelot & Saboteur); games demand evaluative decisions.
- 1.1.6 Students are active participants in the gaming experience, taking in information to make inferences and gather meaning. A prime example would be a student working out an opponent’s strategy in Ticket to Ride or Hive based on what the pieces they have played or on any potential moves available.
- 1.1.9 Games like Lord of the Rings and Pandemic facilitate a platform for collaborative game play, allowing students to discuss and work in teams with others to help broaden and deepen their understanding. (more…)