For context, I plan on making a card game based on Wicked, the musical, and its characters using the concepts of Mendelian Genetics. I was thinking that the students could match the phenotypes and genotypes of the characters with their traits in order to show whether they fully understood the mechanics of the said lesson.
Which areas should I improve on? What parameters should I consider in the creation of this game?
Hi, if I were you:
To ensure my game supports the learning objectives, I align each activity or challenge directly with the specific skills or knowledge students need to develop. I include built-in checkpoints or reflection moments to assess understanding and adjust the game if students aren’t meeting the intended goals. Testing the game with students and gathering feedback helps me fine-tune it for both engagement and learning impact.
What an awesome idea you have.
To measure whether students are learning, consider:
- Formative assessment checkpoints: Include reflection cards or quick quizzes after rounds.
- Rubrics: Create a simple rubric to assess how well students apply genetic reasoning during gameplay.
- Observation: Watch for misconceptions during play.
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