Engaging Students with Classic Games: Transforming Learning in the Classroom

DR. CHRISTOPHER S. CULVER & DR. KELLY B. FORBES

Gen Z/Gen A students have an attention span of about 8 seconds. We know – we thought the same thing – how the heck are we supposed to teach all of the content we are required to teach, and get it done within 8 seconds. It starts with getting students up and moving.

Our students today are tech-savvy, digital natives, and love virtual reality. However, research shows that students need less screen time and more time interacting with one another to not only bolster relationships with one another, but also to foster communication skills, compassion, and empathy. A recent study found that empathy in a social setting since the pandemic, but cognitive and emotional empathy actually improved (Baiano, et al, 2022). We can teach students to be collaborative and understanding of other students and individuals when we engage them to help improve their social empathy.

But, we know that in today’s dynamic educational landscape, keeping students engaged can be challenging. Traditional teaching methods often fail to capture the interest of learners. However, incorporating games into the learning process can make a significant difference. Today’s kiddos love gamification. So, classic games can be modified to create a fun, interactive, and educational experience. Explore incorporating games from other countries, as well.

We hope that you explore these creative ways to redesign these classic games to make learning engaging and fun for your students regardless of the age group, content area, or level in which you teach.

1. Go Fish: Fishing for Knowledge

Modification: Create a deck of cards featuring questions related to the lesson—whether it's math problems, vocabulary words, or historical facts. Students must "fish" for cards by asking their classmates for specific information.

Example: For a science lesson, cards might feature different animal classifications. Students ask each other for cards to complete their sets (e.g., "Do you have any mammals?").

This is not only great for content material, but this is a great resource for student engagement, collaboration, and problem solving. This is great for team building activities allowing students to foster relationships in trust where they are empowered and are recognized for their contribution to the team and/or the class. Great for culture building. Moreover, this also provides students the chance to challenge themselves and to show that they can do hard things – fostering high levels of self belief – critical for our Gen Z/Gen A.

2. Old Maid: Avoiding the Mystery Card

Modification: Instead of the traditional Old Maid card, introduce a "Mystery Card" that relates to a key concept from the lesson. Students draw and match cards with questions and answers or related terms, trying to avoid being left with the "Mystery Card."

Example: In a history class, the Mystery Card could be an important historical figure, and the other cards could include significant events or dates related to that figure.

As a kid when the Old Maid card was drawn, we were so disappointed but excited at the same time. Being strategic was essential in order to have another player, hopefully, select the Old Maid card from your hand. Same principle applies – this opportunity allows students to be strategic problem solvers. Additionally, this further encourages student interaction and moves the teacher to more of the facilitator bolstering trust and relationships within the classroom learning environment.

3. Memory/Concentration: Matching Pairs

Modification: Use cards with matching questions and answers or related pairs such as countries and capitals, or terms and definitions. Students flip cards to find matches, reinforcing their memory of the content.

Example: For a geography lesson, students can match countries with their capitals, making learning both fun and educational.

This is a great way to engage students with pairs and/or groups. Students could be paired with just one other student, or they could be in groups of 3-4. Moreover, this could be created as a competition (speed dating style) where students play one another until there is a sole winner. A lot of creative ways to engage students with this matching pairs game.

4. Hot Potato: Rapid Recall

Modification: Use a soft ball or item that represents the "hot potato." While music plays, students pass the item around. When the music stops, the student holding the item must answer a question related to the lesson.

Example: In a science class, the questions could involve naming parts of a plant or describing a process like photosynthesis.

It does not have to be a hot potato, ha ha, but it could be a soft ball, a balled up piece of paper, or something like that. Have students stand or sit in a circle (or you don’t have to) to foster a community of students working together for the activity/assignment. Have a way in which all students will be involved (asking questions and/or answering questions) to ensure a sense of belonging and value. 

Side note: You could allow students to ask questions, and even write their own questions, for this activity. Again, moving the teacher to more of the facilitator of the learning process which is huge for empowering students and critical for our Gen Z/Gen A to bolster their critical thinking.

5. Bingo: Answering the Call

Modification: Create Bingo cards with answers to lesson-related questions. As the teacher calls out the questions, students mark the corresponding answers on their cards. Note: There are a ton of free websites out there that will make them for you – don’t fret – you don’t have to make them all by hand. Just a simple google search. 

Example: In a literature class, Bingo cards could feature character names, and the teacher calls out descriptions or quotes from the book.

This is also a great activity for the beginning of the year. For example,  you could use a variety of bingo cards with various summer activities / back to school ideas, and students could mark them off as they read aloud and share stories about their favorite. This helps foster a great classroom community.

6. Charades: Acting Out Concepts

Modification: Write vocabulary words or concepts on cards. Students take turns acting them out while others guess. This helps with understanding and retention.

Example: In a history lesson, students might act out historical events or figures, making the learning process interactive and memorable.

As a classroom teacher, this was incorporated into lessons regularly. It was fun, it was engaging, and it was the students’ favorite whether they admitted it or not. For our Shakespeare unit, students would select various scenes from the play and act them out in modern day characters and language. This helped show their understanding of the content, character, character development, and more. Students worked in groups and it helped students foster problem solving, collaboration, team work, relationships, garner trust, and vulnerability. It also fostered compassion and empathy as they worked together. 

7. Pictionary: Drawing Knowledge

Modification: Use lesson-related terms for students to draw and have their classmates guess. This works well for visual learners and can be adapted for various subjects.

Example: For a biology class, terms could include different body systems or ecological concepts, with students drawing diagrams or symbols.

This activity can be completed whole class or in small groups. Students can draw pictures that contribute to their game or the teacher can predraw/create them and students can identify the terms and language that supports the image. There are a multitude of ways in which students can be engaged in this activity to foster high engagement and collaboration.

A modified version that we love is the “30 Squares” activity where students draw representations (symbols, images, words, etc) of items related to the topic in each of the 30 squares on their template. Then, students around the class share their drawings and match them with other students to find similarities and differences. Then, share out whole group. 

Side note: Students nor the teacher have to be artists to make this happen. Just have fun! That fosters creativity, vulnerability, and helps students see the realness in us, themselves, and others – fostering compassion and empathy.

8. Jenga: Building Knowledge

Modification: Label Jenga blocks with questions, vocabulary words, or key concepts related to the lesson. As students take turns pulling out blocks, they must answer the question or explain the concept on the block.

Example: For a science lesson, blocks could have questions about different states of matter or principles of physics. Students must answer correctly to keep the block, integrating learning with the excitement of the game.

This is such an engaging and fun activity - a little loud, but students just love it. This, too, can be done in small groups, large groups, or one on one. This can also be combined with a competition for Jenga [subject area] CHAMPION! Students could play one another, tournament style, to see who could win. Not only is that fun and engaging, but it’s high level learning. 

As adults, we are the dealers of hope and belief. When we create spaces for students to excel and achieve at high levels they are more likely to believe in themselves. Moreover, when we create spaces where students can collaborate, problem solve, think critically, and even participate in team work, we are cultivating and nurturing the ability to have higher levels of compassion, understanding, and empathy. We are creating that classroom environment where students will learn, achieve, and thrive. 

Final Thoughts

To create an inclusive and culturally responsive classroom environment using classic games, we can also foster a sense of belonging. Allow students’ cultures to shine through with symbols, emblems, dances, stories, music, and more.

Incorporating classic games into the classroom not only makes learning fun but also enhances student engagement and retention of information. By modifying games can create a vibrant, interactive learning environment that appeals to a variety of learning styles. Give these modified games a try and watch your students' enthusiasm and understanding soar!

We appreciate you and your service to the field of education! Thank you for answering the call. 

All the best…always! Keep shining bright!

Dr. C and Dr. Kellito

References

Baiano, C., Raimo, G., Zappullo, I., Marra, M., Cecere, R., Trojano, L., & Conson, M. (2022). Empathy through the pandemic: Changes of different emphatic dimensions during the covid-19 outbreak. International Journal of Environmental Research and Public Health, 19(4), 2435. https://doi.org/10.3390/ijerph19042435