Slavin, Robert E., Nancy L. Karweit, and Baltimore, MD. Center for Social Organization of Schools. Johns Hopkins Univ. "An Extended Cooperative Learning Experience In Elementary School." (1979): ERIC. Web. 23 Sept. 2014.
This article explores the efficacy of various team-based learning models. Included is the Teams-Games-Tournament model, in which Mathematics students competed with other students to earn points for their teams, and at the end of each week, the team scores were posted publicly. In the STAD model (used for language arts), students were put into teams, then scored based on their performance in typical class work, with team results posted weekly. In the Jigsaw II method, students were given a portion of each chapter, and went into teams first by topic, and then a mixed team of every topic, to discuss and teach each other student. Students were tested on basic skills before and after the models were used. The STAD method proved to be useful in Language Arts, while the TGT method was useful for Mathematics. Jigsaw II proved mostly unhelpful.
Bacon, Melanie A., and Marilyn M. Ault. "ALTEC Learning Games: Successful Integration Of Learning And Gaming." Online Submission (2009): ERIC. Web. 23 Sept. 2014.
This article explores the idea that mathematics and language arts can be taught through video games. The reasoning the article gives is that children are already motivated to play games, and therefore learning through games is an easier sell. The games presented are essentially Space Invaders level complexity, but with subjects like basic addition added in. In the classroom, these games proved to be more effective than tradtional learning, with 14/24 students getting an 80% or above before games and 20/24 students getting an 80% or above after games.
Dusel, John P., Sacramento. California State Dept. of Education, and Others And. Bibliography Of Instructional Materials For The Teaching Of German. Kindergarten Through Grade Twelve. n.p.: 1975. ERIC. Web. 23 Sept. 2014.
This article aims to catalog various methodolgies for teaching German language in k-12 environments. While a large number of the materials discussed are periodicals and books, variations on Bingo and other children's games are present throughout the text. In total, of the hundreds of learning products listed, only 17 were games. This speaks not to the efficacy of gaming in language education, but to the underwhelming presence of game-based learning.
Oregon Univ., Eugene. Oregon Elementary English Project. Games And Activities, Volume 1, Part C: Language; Levels A-B (Grades 1 And 2). n.p.: 1972. ERIC. Web. 23 Sept. 2014.
This article discusses possible games that can be used to grow the language skills of elementary aged students. Though the article primarily looks at games for 1st and 2nd grade, it also discusses game play for students as high as 6th grade. The author believes that game play encourages learning because it is different than the everyday classroom.
National Council of Teachers of English, Urbana, IL. Ideas Plus: A Collection Of Practical Teaching Ideas. Book Eleven. n.p.: 1993. ERIC. Web. 23 Sept. 2014.
This article discusses many ideas in education, but of concern to us is the author's editing game. Students were given Monopoly money for every good edit they made in a peer's paper. This money was used in an auction at the end of class periods for things like snacks, school supplies, and the ability to turn in a paper late. The exercise proved to be an effective motivator for the students.
Tatar, Sibel, English, and Communication, Bloomington, IN. ERIC Clearinghouse on Reading, and Bloomington, IN. Family Learning Association. Dramatic Activities In Language Arts Classrooms: Resource Summary. ERIC Digest. n.p.: 2002. ERIC. Web. 23 Sept. 2014.
This article explores the usage of creative drama in the classroom to build upon language skills. The paper theorizes that children learn language through things like theater games because it forces them to use language in a way that simulates reality.
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