Playing Games in the School Library by Pavey Sarah;

Author:Pavey, Sarah;
Language: eng
Format: epub
Publisher: Facet Publishing

CHAPTER 6

Mixed Media Games

We have now understood how digital and non-digital physical games can have beneficial effects on the learning pathways of students. But what if we bring these two types of game together to get the best of both worlds? Merging technology does not mean you need internet access necessarily. First we look at some products that combine physical objects with voice recording.

Games using auditory learning

Many companies produce a range of ‘talking products’ driven by battery power, including butterflies, photo albums, talking tiles, writing slates and boxes. All allow recording and some even interact with each other giving a digital feel. We could create a simple quiz with spoken questions and place a visual clue on the cover of a recordable tile. When we press the tile, the question we recorded is played back. This is an inexpensive way to make our displays interactive or to create a scavenger hunt around the library. The students in teams could even take responsibility for compiling a trail for the rest of the class in a social constructivist approach. Here a librarian used interactive tiles to help students understand referencing:

TTS Group (2021) makes interactive talking tiles. You can record on each one individually and then when you place them together in a row the commentary plays back seamlessly. We used them to help students understand how to compile a bibliography using Harvard referencing style. As librarian, I recorded onto the tiles instructions for writing an author name, title in italics etc – one set for a book, and one set for a website. The students, in teams, were given an actual source. They had to listen to the recording and then write the component from their source on the top of the tile (they have wipe clean surfaces). Then the students had to link the tiles in the right order and play back the whole recording to check the formatting of what they had written. This would also work the other way round by writing the elements of the reference on the tops of the tiles and students recording a voice over for the specific information from their source.

Independent school, England, 16–17 year olds

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