Teaching with Videogames for Good
Videogames often get a bad rap but what if they could harness the power of their massive global audience to create real and positive change?
Year levels: 12
Subject areas: Media (VCE)
Suggested duration: 5 x 60 min lessons
Technology required: Choice of IOS, Android, Computer
Download the full lesson plan
The lesson plan includes links to the Victorian Curriculum, indications of lesson timing, and ideas for differentiation and assessment.
In this lesson, students will
| 1. | Engage in gameplay and analysis of examples and evidence to develop their understanding of how various videogames and their platforms can enable social change. |
| 2. | Focus on how certain genres of videogames can have a positive influence on players, providing opportunities for audience agency. |
| 3. | Explore many of the prescribed VCAA Key Knowledge/Key Skills for Agency and Control in the Media area of study within VCE Media - Unit 4 (VCAA 2024-2028 Study Design). |
By the end of this lesson, students should
| that videogames are examples of contemporary media and reflect the changing relationship between media and audiences |
| which genres of videogames are most beneficial for promoting positive personal and social outcomes, and some specific videogames examples |
| how videogames are used by media institutions, governments and individuals |
| what evidence from recent research suggests about the positive power of videogames and games-based learning |
| identify audiences that may benefit from videogames and explain how videogames may encourage audience agency |
| navigate through simple videogame interfaces, engaging as active and reflective audience members |
| read, analyse and interpret recent research on videogames |
| engage in discussion about videogames, including ideas, evidence and possible arguments |
| understanding of the purpose, benefits and influence of videogames |
| ability to think analytically about contemporary media products and the evidence, arguments and ideas surrounding these |
| understanding of audience agency and use of supporting examples |
| understanding of media control and use of supporting examples |