1. Game Changers:
Utilizing Digital Game Design to
Engage Students
Scott Jelinek
Denver Center for International
Studies (DCIS) at Montbello

2. Agenda
• Introductions
• Game Presentations
• Goals of the class and specifics
• Project Management – community
partners, evaluations
• Student-led small group discussions
• Planning time
• Questions?

3. Do Now!
• How do you think you can incorporate game
design or technology in your classroom?

4. Scott Jelinek
• 9th grade Biology teacher at the Denver Center
for International Studies (DCIS) at Montbello
• Was looking for a way to increase student
engagement in his classes
• Piloted Project: Game Changers in 1 of 5
Biology classes with 27 students
• 1 hour a day, 5 days a week, 1 semester

5. Celina Tovar

6. Yesenia Pacheco

7. Stephanie Carrillo

8. Goals of the class
• Provide students with an opportunity to drive
their own learning using new technology and
acquire life skills necessary for students to
succeed in a new era.
• Students will learn about science, energy
conservation, civic engagement and technology
through game design.
• Students are engaged to understand
sequence, logic, rules and concepts of a game
that determine how things have to happen for a
game to function.

9. Goals of the class
• This project addressed personal development
through the impact of game-based learning.
– In 1934, Dewey stated that students learn more
effectively when their action of learning offers the
opportunity to try out what they have learned with
their own unique skills.
– MIT professor, Seymour Papert, declares that learners
become deeply engaged by fun while “doing,” because
the reward of fun motivates deeper engagement.
Many of the students’ best learning experiences come
when they become attached to the subject through
interaction.
• Game-based learning offers learners an authentic
learning activity: to learn by doing.

10. Specifics of the Class
• Divided the week: two days of video game
design, two days of Biology, and one day of
guest speakers/civic engagement
• 9 weeks teaching the students about how to
use computer programs and 3D animation
using the program ALICE
• 9 weeks teaching game design through Game
Maker

11. Specifics of the Class
• First had students map out their games using
storyboards
– students practiced their thinking to have a clear
understanding of the topic, purpose, sequence, and
operation of an individuals’ game
– helps students put their thinking on paper and allows
them to better see what they want for their game.
– a process of logical thinking and communication.
• Energy Conservation
– renewable/non-renewable energy use and the concepts of
pollution, renewable resources, environmental concerns
and more to make a video game.

12. Project Management
• Received a grant from the Margulf Family
Foundation
• Partnered with Arts Street, Groundworks
Denver, University of Denver, and the GIS
(Geographic Information System) Department
of Denver Public Schools

15. Evaluation
• Independent evaluator observed the
class/students once a week and conducted
interviews and had students complete surveys

17. Students’ Experience
• How did you make the game?
• Was it easy? Hard? Frustrating? Fun?!
• What did you learn about game design?
• Who did we work with in the class?
• How was this class different than other classes
you have had in the past?

18. Student-Led Small Group Discussion
• Split into three groups
– Start off by having everyone go around and
introduce yourself: Names, schools, role at
school, city/state

19. Individual, Group, Team Work Time
• Now here is a chance for individual or school
team planning on how you might integrate
gaming at your schools
• Have this opportunity to speak with the
students and teachers from DCIS at
Montbello.
• Play the games!!!

20. Questions? Comments?
Scott Jelinek
Scott_Jelinek@dpsk12.org