One of the easiest ways to incorporate games into teaching is to use Jeopardy. I have used it to liven up test reviews in courses as disparate as calculus and remedial arithmetic. Free templates for the game can be gotten by searching “PowerPoint Jeopardy Template.” You can then enter questions and answers into the template. There are also versions available that teachers have posted for various classes, with the questions and answers already written in.

To make game play more collaborative, and to ensure that everyone is working, the whole class can participate in finding the answer to each question, rather than just one student at a time, or the class can be split into teams. Student appreciate being able to go back over the game at home as further review, which can be facilitated by posting the game online, for example, in a course management system such as Blackboard.

This game introduces students to the concept of exponential growth. It can be played as the spread of a rumor, or the spread of a virus, and works well in an algebra or modeling course, in a quantitative reasoning course, or a liberal arts mathematics class.

Each student gets a card, labeled “Round 0 ____, Round 1 ____, etc.” On one student’s card, there is a yes next to round 0, while on the rest of the cards, there is a no. The student with a yes is the student who “knows” the rumor or who has the virus.

Students are instructed to stand up and mill around. In each round, they must look at one other person’s card. If that person’s card has a yes, the student who did not have a yes now has one, while everyone else writes no – without saying anything about which they have on their card. After enough rounds so that everyone has a yes (for a class of 35, this is usually about 6 rounds), students sit down and a chart is made of how many had a yes at each round. Connections are then made to doubling, and to powers of 2, which then leads to a discussion of exponential growth.

Note that the growth modeled here is actually logistic, since there is a limit to the number who will have the rumor or virus, but if the game is played only up to a certain number of rounds, it mimics plain exponential growth nicely – as does the spread of a rumor or virus in a large population. The game can later be played with different growth factors, such as introducing some amount of immunity (a person only gets the virus after being exposed twice, or three times) or increased virulence (each person shows two or three people their card, on each round).

The Spread of a Rumor can be seen as a simulation, rather than a game, although the distinction between a simulation and a game is often only a matter of semantics. However, for serious 18-year olds, it can be problematic to be seen “playing” – whereas older students and future teachers do not seem to mind as much.  I usually introduces this one without saying the word “game.”

A simple game for learning base systems illustrates many of the connections between game based learning and other pedagogies. This game can be played in a liberal arts or mathematics for elementary education class. The game is a variant of Bizz Buzz, often played as a drinking game.

Students sit in a circle and count off – one, two three, four. The fifth person, instead of saying five, says “bizz.” The count continues – one, two, three, four, bizz. After four people have said bizz, the count changes — one, two, three, four, buzz. This is a base 5 counting game, with 10₅, or 5, represented by bizz, and 100₅, or 25, represented by buzz. The game typically engenders much laughter as students who are not quite paying attention say 5 instead of bizz, or bizz instead of buzz. Students help each other to say the right word, “Say bizz!” they call out to the confused fifth person. But the game is not too hard, and soon everyone has the hang of it.

Explicit connections can then be made between the game and the notation for base 5. For example, the seventh person is bizz + two = 12₅ in base 5. The connection can also be made to base 5 manipulatives — units, 5-unit rods, and 25-unit squares. The game can later be played in a different base, to extend the difficulty level and to deepen understanding.