The educational video games created by following this toolkit should support education of students in grades 1 to 8.

As you prepare to introduce this experience to your class, ensure that you have already identified the teacher and class that will serve as your game playing audience. In these discussions, identify core areas from their curriculum that would be supported by a game-based learning experience.

You will need to establish and align expectations regarding the time commitment of the teacher and their students in regards to the following:

• Participation in playtesting
• Use of the final game in the classroom
• Providing feedback

You will also want to assist the game-players' teacher as follows:

• Communicate game-players' participation to their parents
• Highlight game-developers' passion and enthusiasm for their game and learning (this sets a positive example for the game-players)
• Increase the literacy of the game-players. Digital-literacy is important both for the game-developers and the game-players.
• Ensure game-players are exposed to and part of playtesting, prototyping, iterating, and design thinking efforts (these are critical ideas to expose all learners to and lays a foundation for their future efforts to design and create)

References

Banville, Lee. “Research Shows Games Have Significant Impact on Student Performance.” Games and Learning, 1 Oct. 2013, www.gamesandlearning.org/2013/10/01/research-shows-games-have-significant-impact-on-student-performance/.

Cortez, M. B. (2016, September 26). 3 Ways Video Games Can Help Students Thrive. Retrieved March 30, 2018, from https://edtechmagazine.com/k12/article/2016/09/3-ways-video-games-can-help-students-thrive

Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of applied educational technology, 4(1), 21-31.

Squire, K. D. (2008). Video games and education: Designing learning systems for an interactive age. Educational Technology, 48(2), 17.