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In this first of three sections, you will be learning about important aspects of teaching with non-digital games.

Required Resources

• Read
  • Chapter 9 () of Miller, C., Batsaikhan, O., & Pluskwik, E. (2022). Game-based and adaptive learning strategies. Minnesota Libraries Publishing Project
  • Pay attention to the definitions introduced and research suggesting the benefits of analog gaming.
• Read:
  • Gwen Dewar’s
  • Pay attention to the research discussed as well as the games introduced. Also, pay close attention to the idea that analog gaming (and digital gaming) require more than just the game itself.

Additional Resources

• Popular Press
  • Board Games for Learning -
  • Scholastic -
  • TheSchoolRun –
• Research materials
  • Bayeck, R. Y. (2020). . Simulation & Gaming, 51(4), 411-431.
  • Garcia, A. (2020). Reading Research Quarterly, 55(1), 9-27.
  • Noda, S., Shirotsuki, K., & Nakao, M. (2019). BioPsychoSocial medicine, 13(1), 1-21.
  • Sardone, N. B., & Devlin-Scherer, R. (2016). The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215-222.
• Videos
  • | Kevin Corbett
  • | Joel Baraka | TED
  • | Drew Blas | TEDxTopeka

Required Evidence

• Submit a 1-2 page overview of the ways in which analog games can positively impact teaching and learning. If you are currently using analog games, consider if anything you read supports or refutes your current practices. If you are not currently using analog games, consider what types of games you might use to supplement your practice. Finally, consider the challenges of a lack of novelty (compared to digital for some students) and potentially a lack of familiarity from students (board games are not necessarily as prevalent across all ages and zip codes).
• Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
• Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed, but APA is preferred.

Evidence Review Criteria

• Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of using non-digital games in the classroom.
• Criterion 2: Educators can use references to support their claims about the value of using non-digital games in K-12 education.

In this second of three sections, you will select and implement a game in the classroom.

Required Resources

• Your main goal for this section is to pick and implement an analog game (e.g., board game, card game, etc.). Thousands of internet links are dedicated and devoted to analog games for specific content areas.
• Here are three suggestions for picking a game:
  • Ask a friend or colleague. You will be surprised to find out who has already been using analog games in the classroom.
  • Do an internet search for educational board games and/or your content area and board games (e.g., math board games, science board games). Most sites that come up include paid links and, therefore, will not be included here.
  • Do a search to see what research has been done on games in your content area. For instance, a search for literacy board games brings up thousands of results.
• Please note that the “board” game is being used in place of the analog game for easy searching. Card games and other non-digital games are welcomed.

Additional Resources

• BoardGameGeek’s list of
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• KQED –
• Wonica, P. (2015). Analog game studies, 2(4).

Required Evidence

• Create a lesson plan that includes the implementation of an analog game into student learning.
• Be sure to include the appropriate state learning standards in your lesson plan (e.g., ).
• Implement that lesson plan in the classroom.
• Evidence of successful completion must include two components:
  • The lesson plan should be in Word or PDF format. There are no length or format requirements. However, it must include state or content standards.
  • Include in the lesson plan the actual date(s) of implementation, as well as the age and grade level of the audience.

Evidence Review Criteria

• Criterion 1: Educators will present evidence of creating a lesson plan that implements an analog game into learning.
• Criterion 2: Educators will implement the analog game lesson plan.

In this final of three sections, you will reflect upon your experiences in this microcredential.

Required Resources

• If you are new to writing reflections and/or this is your first microcredential, then please visit at least one of the additional resources.

Additional Resources

• EduBirdie -
• Trent University –

Required Evidence

• Reflect on what happened during the implementation. Specifically, focus on:
  • What went well? What did the students enjoy?
  • What would need to be changed for next time?
  • What did you read about in the “learning" section of this microcredential that was either true or not true for your classroom implementation?
  • If you had to do this over again, what would you do differently?
  • Are you more or less convinced about the potential of using analog games for teaching and learning? Why?
• Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
• No references are required.

Evidence Review Criteria

• Criterion 1: Educators will be able to demonstrate a thoughtful reflection on their learning experiences.