Tip #40:  Game as an Experiential Learning Activity

A game is one of many different experiential learning activities that ensure a rich and enjoyable learning experience.

What a Game is

What: A game is often a metaphor for a real life situation. Consequently, it provides an opportunity to learn and play (intellectually and/or physically) at the same time.

When: It can be used:

  • at the beginning of a lesson to spark interest,
  • as a way to make a training point, and
  • at the beginning of a lesson to test the participants’ knowledge and skills.

It can be used at any point in a lesson. A discussion of key learning points that come into play during game should be held before it begins.

It is frequently used at the end of a lesson to:

  • test for comprehension or
  • evaluate the learners’ ability to apply what has been learned.

Why: It is intended to engage the learner in a stimulating and novel manner. A game may be a more comfortable way for the learners to learn and/or apply their learning. They also tap into the right side of the brain, which is more playful and creative.

How to Use a Game

How: Before play, provide training in specific techniques or concepts that will be tested in the game.

Clearly communicate the directions, both in writing and orally.

Clarify the time frame, the expectations, and the guidelines or rules for the game before it begins.

If there are observers, prepare them separately for their role and expectations. Emphasize the degree to which they can interact with the players during the game.

Monitor the Activity

The trainer(s) must continually monitor the activity. As such, they should provide constructive coaching feedback. Assist learners who are having a problem with the exercise. Ask the learners questions to help them discover what they need to do, rather than having the trainer tell them what to do.

If a number of learners have similar trouble with the activity:

  • stop the game temporarily and
  • provide just-in-time training to the entire group.

It is important for the learners to enjoy this learning experience. It is also important that they are able to distance themselves from roles played during
the game after it ends.

Debrief the Activity

It is helpful to debrief the activity at the end of the practice.The learners should identify and communicate:

  • what they learned,
  • the problems that came up, and
  • how they resolved them.

Length: Depending upon the nature and complexity of the game, it may take anywhere from 15 minutes to one or two hours.

Benefits of a Game

Benefits: A game can:

  • stimulate creativity.
  • teach dry topics in an engaging manner.
  • add fun to the learning process.
  • allow the learner to learn or test skills in a more relaxed, enjoyable context.
  • provide immediate feedback to the learner regarding what they know or needsto know to play the game.
  • engage the limbic system to increase retention.

Now, it’s your turn!  Correctly answer what level(s) of learning and learning preferences(s) can be satisfied by a game. We will send you a brand new one-minute technique guaranteed to keep your learners engaged!

Level of Learning:

Learning Preferences:

Next week, we will report the winning responses and then explore another experiential learning activity: the questionnaire.

If your trainers would like to learn how to incorporate and facilitate experiential learning activities, please book a call to discuss a tailored train-the-trainer program. https://laurelandassociates.com/contact/

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