Content Specifications

Purpose and Use

The primary purpose of each game is to improve student understanding of the given topic.

Games will be used in the classroom for the following purposes:

Introducing topics and engaging students in the topic.
Teaching topics through experience and exploration.
- Games are a powerful way for students to see context for the topic with accessible, hands-on gameplay.
Having students apply what they know about a topic.
- Students should use knowledge of the topic when making strategic gameplay decisions.
- Hold students accountable to demonstrate their knowledge of the topic. They should not be able to simply read prompts and click through the game without practicing their knowledge with the possibility of failing / losing.
Games will not be used in the classroom for the following purposes:
- Repetition of practice problems from the topic.
- Games of this structure will not be approved when submitted.

Creative Style

Creative freedom is left to you! Stay inside the general bounds outlined on this page, and from there we will provide feedback on your implementation when we see the design proposal.

Curriculum Document

Each LO has its own Curriculum Document. These concept documents contain the overall scope of the LO in more detail, as well as a specific list of concepts that must be covered in a game.

At least 5 or ⅔, whichever is higher, of the concept count are required to be included in a game. Example: If a LO has 10 concepts, at least 7 should be included in the game. If a game has 6 concepts, 5 need to be included. If a game has 15 concepts, at least 10 need to be included.

For science LOs, focus on concepts labeled "core" over those labeled "peripheral."

You can find the concept document for your selected LO in one of two locations in the LO Spreadsheet "SEE LO NAMES AND SLOT AVAILABILITY HERE" tab, linked on the name of the LO: “LO Descriptions” tab
The LO DESCRIPTION is the primary learning goal for the student for the topic. For example, if your LO is “States of Matter and their Structure” (middle school science, PS1.A-4), the LO description is “In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.”
- If your game does not adequately cover this primary learning goal through the main concepts, then your game will not be approved for the platform. This description is the primary academic idea your game will be addressing, and the main concepts will be your tools to help you achieve this.

Universal Content Specifications

Specifications
Players should learn and be held accountable through gameplay-based problem solving and experience. Players should not be learning primarily through text-based instruction or assessment items.
All instruction is scientifically and mathematically correct.
Confirm that the game is linked to 2/3 or 5 main concepts of the total, whichever is greater. Confirm that the linked main concepts are correctly covered in the game.
All on-screen words spelled correctly and grammatically correct.
Vocabulary and reading level appropriate for the lowest grade level within the target audience and grade band.
Game does not include material that is inappropriate for school. This includes, but is not limited to: violence, firearms, bombs, knives, daggers, blood, gore, smoking, vaping, drug use, any mind-altering substances, alcohol, harm to human-looking characters, harm to animals, insinuating killing or death, ideally they’re always chased away rather than eliminated. If there is conflict with an enemy in game, they are chased away rather than eliminated or killed. (There can be death if it is in the context of the learning objective – ex. The food chain) If you have any questions about this policy and your game, please ask us.
Game avoids any stereotypic presentation of gender, race, region, or culture.
Characters are diverse in gender, race, culture, and ability.
Players cannot simply click through and complete the game without learning. Players should be prompted to re-learn and re-do portions of the game where they had poor results due to less understanding of the academic material. Avoid the word “FAIL” if the student incorrectly understands academic material.
Academic problems are not consistently repeated. Players are presented with different problems to solve.
Gameplay mechanic reinforces the academic material, rather than being completely separate from instruction, i.e., there is a focus on academic reasoning rather than concept / question repetition.
Gameplay is intuitive and a player in the target age range can navigate the game and beat it with enough effort.
Games should be fun and interesting, designed as non-educational games are designed, with design to encourage players to keep playing.
Game is between 5 and 25 minutes in duration.
All text must be large, clear and concise with font sizes that can be read on a small Chromebook screen.

Additional Content Specifications for Social Studies Games
“Scenario choices”: For historical games, make sure students are put into scenarios and are given choices to see cause and affect relationships.
Understand the impact that historical decisions made on the US.
Focus on ideas of the past rather than just rote memorization of dates. Keep things factual, but open to perception.
Avoid instruction that could make students feel responsibility or guilt for historical events based on their race. Don’t frame certain people or races as inherently “bad”, rather the focus should just be on the factual events and the impact on those affected.
Gameplay includes reference to and examination of primary source(s) that are tied to the LO. Application of knowledge gained from primary source(s) aids in students’ progression through the game.

We are looking for INSTRUCTIONAL games that teach students through gameplay integrated with academic content. As in, the gameplay IS the learning. The adventure the student is going on or the puzzle they are solving includes academic material that reinforces the concepts, and holds the student accountable for practicing the concepts and demonstrating their understanding of the LO as a whole. The game should NOT be a game where the only learning is through instructional text, or text-based quiz / assessment. If a student is playing a platformer, and is stopped periodically to answer an academic question that is unrelated to the platformer gameplay itself, this game is not what we are looking for, and will have a difficult time getting approved.
Please do not include multiple-choice questions that are generic to the LO and not related to the specific gameplay. Evaluation-type assessment questions are okay as long as it is asking them about the portion of the gameplay they just completed and it's academic integration in that portion.