CMS.611J / 6.073 Creating Video Games is a class that introduces students to the complexities of working in small, multidisciplinary teams to develop video games. Students will learn creative design and production methods, working together in small teams to design, develop, and thoroughly test their own original digital games. Design iteration across all aspects of video game development (game design, audio design, visual aesthetics, fiction and programming) will be stressed. Students will also be required to focus test their games, and will need to support and challenge their game design decisions with appropriate focus testing and data analysis.

Accounting is the language of business. As a result students must grasp the vocabulary associated with the discipline to have a fundamental understanding of financial reporting. This activity is a combination of the five-card Cribbage game and the board game Bingo. It makes use of game theory as an alternate way to cover content that would typically be part of a lecture. Cribbingo fosters class participation by making learning fun. In addition, the Cribbingo lecture can be adapted to classes taught in many disciplines, including the sciences and world languages.

This course explores the reciprocal relationships among design, science, and technology by covering a wide range of topics including industrial design, architecture, visualization and perception, design computation, material ecology, and environmental design and sustainability. Students will examine how transformations in science and technology have influenced design thinking and vice versa, as well as develop methodologies for design research and collaborate on design solutions to interdisciplinary problems.

Students brainstorm ideas for board game formats. Then student teams design, create and test games in which players must think of alternative uses (recycling) for used products.

This game is designed to test, reinforce, and enhance students' understanding of Disability Rights Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

This resource was created for upper elementary-beginning intermediate ESL students.  This unit consists of 8 lessons.  It is designed to be completed with students who already have a base knowledge of the alphabet, sounds, and basic spelling and are moving into the application stage of this content. The object of the lessons is to circle as many of the objects the student knows as possible, say the name of each correctly, spell the name of the object correctly, create a sentence using the item, etc.  There is also a reading and games portion  The unit can easily be imported to a powerpoint for more interactive learning in a traditional or virtual setting.

This is the final module in the ESL course. Students discuss what is fun and healthy fun, and share different ways they have fun. Hobbies are explored. The module generates extensive vocabulary and students role-play to bring the words to life. Fun is brought into the class through games and activities. The discussions and assignments give students opportunities to speak, exchange and share ideas, and with writing and listening skills.  

Looking for engaging content for your economics courses? The Institute for Humane Studies has curated this collection of educational resources to help economics professors enrich their curriculum. Find videos, interactive games, reading lists, and more on everything from opportunity costs to trade policy. This collection is updated frequently with new content, so watch this space!

This lesson was created for use in the elemenatry PE classroom. It can be adapted for all age groups and ability levels. It allows flexibility for skills of all students. The only materials needed are hula hopps and there can be many variations added to make the game more complicated or can be simplified if necessary. 

Students will review the signs for emotions and play a game to better understand how to use the emotions in conversation. Students will have the opportunity to communicate with peers to defend and explain their choices.

In this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This activity helps students learn about the specificity of hormone-receptor interactions within the endocrine system.

Students learn about the periodic table and how pervasive the elements are in our daily lives. After reviewing the table organization and facts about the first 20 elements, they play an element identification game. They also learn that engineers incorporate these elements into the design of new products and processes. Acting as computer and animation engineers, students creatively express their new knowledge by creating a superhero character based on of the elements they now know so well. They will then pair with another superhero and create a dynamic duo out of the two elements, which will represent a molecule.

The purpose of the game is to help students gain a better understanding of Coastline Community College, the EOPS program and how barriers may potentially impact their progress towards their goal(s).This game can be modified and used to teach students about programs and services available at any college. 

Here's a "game" you can use with faculty, staff, and students to showcase the financial challenges that our students face in achieving their educational goals. You are welcome to customize the files for your own institution. We have "played" the game in Opening Day events, professional development events, and with student leaders. It never stops surprising players of the incredible challenges that we can assist with by eliminating textbook costs.

Students further their understanding of the salmon life cycle and the human structures and actions that aid in the migration of fish around hydroelectric dams by playing an animated PowerPoint game involving a fish that must climb a fish ladder to get over a dam. They first brainstorm their own ideas, and then learn about existing ways engineers have made dams "friendlier" to migrating fish, before being quizzed as part of the game.

The Three Friends have trouble playing a flight video game and then have more fun creating play cockpits where they can pretend to be pilots.

Students will review food vocabulary through a matching game. Students will also practice formulating sentences using a variety of verbs.