Analyzing learners is the most important step of the ASSURE model when integrating game-based learning. The reading states that “a teacher chooses different methods, media, and materials to meet the needs of students with different learning styles and physiological factors.” Every student is different, which means that every student will learn differently. Therefore, any game designed to teach anything must be programmed to meet a diverse array of needs.
One such need is the need for varied instructional methods. Students have different “perceptual preferences and strengths” and therefore require different types of content delivery. Some students learn best through visual channels, while others prefer auditory or kinesthetic learning. A game should have a variety of instructional materials that act as tutorials, hints, and lessons—and the game needs to make sure that any learner, regardless of their learning preferences, can clearly follow the material. It would be amiss of a game to only have written information, for example, because students who are not motivated to read may not learn the target material. Adding an option to allow a student to hear the words or watch a video of an avatar explaining the concepts would help a variety of students understand the material.
Another need that games should meet is the need to motivate students. Motivation is greatly impacted by a number of elements, such as “anxiety, locus of control (internal/external), degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness.” Games should be designed with a level of personalization that allows the learner to be comfortable while playing them. For example, if a game does not allow a student to explore the content, that student may feel they do not control the game and lose the motivation to get a high score. Another student, if he does not have access to hints or explanations, may feel too anxious to learn confidently.
Of course, the other components of ASSURE are important, but no game-based instruction will be successful without careful attention to the needs of learners.
One such need is the need for varied instructional methods. Students have different “perceptual preferences and strengths” and therefore require different types of content delivery. Some students learn best through visual channels, while others prefer auditory or kinesthetic learning. A game should have a variety of instructional materials that act as tutorials, hints, and lessons—and the game needs to make sure that any learner, regardless of their learning preferences, can clearly follow the material. It would be amiss of a game to only have written information, for example, because students who are not motivated to read may not learn the target material. Adding an option to allow a student to hear the words or watch a video of an avatar explaining the concepts would help a variety of students understand the material.
Another need that games should meet is the need to motivate students. Motivation is greatly impacted by a number of elements, such as “anxiety, locus of control (internal/external), degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness.” Games should be designed with a level of personalization that allows the learner to be comfortable while playing them. For example, if a game does not allow a student to explore the content, that student may feel they do not control the game and lose the motivation to get a high score. Another student, if he does not have access to hints or explanations, may feel too anxious to learn confidently.
Of course, the other components of ASSURE are important, but no game-based instruction will be successful without careful attention to the needs of learners.