Main Content
Syllabus
LDT 401: Gaming to Learn
Explores the role of gaming, video gaming, and simulations in educational contexts that include K–12, corporate, informal, non-profit, and higher education.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
LDT 401: Gaming to Learn explores the role of gaming, video gaming, gamification, and simulations in educational contexts, including K–12, corporate, museum, informal, non-profit, and higher education settings. LDT 401 focuses on how games can support learning according to various educational perspectives and on what people can learn and gain from gameplay. The course also covers the integration of gaming and gamification strategies into learning-environment design, considering how to create accessible and equitable educational environments with games or game-like elements.
Course Objectives
Upon completion of this course, you should be able to do the following things:
- Describe the impact of gaming on K–12, corporate, and informal learning contexts.
- Discuss traditional educational gaming within K–12, corporate, and informal learning contexts.
- Build a strong theoretical foundation in gaming for learning.
- Describe and apply video games as educational tools.
- Identify obstacles to using games in educational contexts.
- Discuss the use of commercial off-the-shelf (COTS) games in learning environments.
- Work with role-plays, simulations, and educational games as learning tools.
- Describe ways that games can be used in traditional and non-traditional learning environments for learner engagement, linking these ideas to learning theories and best practices.
Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.All course materials are freely available online. Links will be provided in the Course Schedule.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Guiding Principles for the Course
Learning by Design: Good Video Games as Learning (and Teaching) Machines
We’ll encounter some work by Jim Gee early on in the semester, given his role in advancing research on video games, teaching, and learning. One of his most important academic contributions is a list of design principles found in video games that foster problem-solving, critical thinking, collaboration, the development of various literacies, and more. You can read brief descriptions of all 36(!) learning principles; for our purposes, though, we’ll focus on three that guided the design of this course, including how you'll navigate it, how we'll interact with one another, and how you'll be assessed. These principles guide the LDT program's gaming courses, LDT 401 and LDT 867.
Guiding Principle 1: Identity and Agency
Games often allow players to take on different roles and identities. This ability to create and embody various personas enhances agency, enabling players to make choices and shape the game world. This course—particularly what you choose to read and the projects you choose to pursue—will be informed by the identity that you bring with you, most notably as a teacher, a designer, or a researcher.
While there are always a number of readings (or videos, podcasts, etc.) available to you, the goal is to read with and through the identity that you carry with you. If a reading seems irrelevant or too distant from that identity, feel free to skim it or ignore it—that's what you'd do when playing a game. There are no reading logs or summaries required, so please feel free to engage with the course material in the way that is most productive for you and your emerging identity each week. Process letters in the second half of the semester will act as synthetic responses across a number of weeks.
Guiding Principle 2: Social Interaction and Collaboration
Many video games encourage or require social interaction and collaboration among players. These games foster communication, teamwork, and coordination, leading to social engagement and shared experiences occurring in online discussion forums and social media platforms. We'll seek to foster these kinds of interactions, primarily through our learning management system—which, despite its inadequacies, does help simplify things for us—although other interactive venues and opportunities might develop.
Guiding Principle 3: Multiple Routes
Many video games offer multiple playthrough routes, most evident in the ability to select difficulty level before starting the game. As such, games provide players with the agency to navigate the game world on their own terms, which affects, for example, the tension they feel when playing or the time they will spend playing. Additionally, multiple routes cater to players' diverse abilities and backgrounds, accommodating different play styles and preferences.
Likewise, you will have multiple routes for working through this course based on two primary choices:
- which assignments you complete (based on the grade you want; see the Achievements as Assessment section)
- which materials you engage with based on the identity that you’re bringing into the course (or the one you want to develop), as described within Guiding Principle 1
Achievements as Assessment
Video games don't give tests or letter grades (for the most part)—but they do offer forms of assessment, ways of giving feedback to let players know how they're progressing, how much they've accomplished, and what they can do to develop their expertise and prepare for later portions of the game. Although a letter grade will be entered for you at the end of this course, that grade is up to you based on how much of the course you want to complete. This approach is an effort both to be authentic to the kinds of assessment and learning that occur in video games and to give you agency as you balance coursework with other responsibilities.
One way that video games “assess” players is by offering them achievements. As mentioned, video games allow a variety of gameplay styles; even the most linear game often allows players to, for instance, choose the kind of character they want to play as, be it a warrior, a thief, or a ranger. That said, common achievements are woven into games to encourage certain kinds of play. Here are a few examples:
- medals (bronze, silver, gold): These are tiered achievements based on difficulty or level of accomplishment. Bronze medals are typically easier to achieve, while silver and gold medals reward more challenging tasks or accomplishments.
- platinum/completionist awards: These are awarded when a player completes all objectives, collects all items, or finishes every level in the game. It signifies a comprehensive playthrough or thorough exploration of the game's content.
We used this metaphor loosely to guide our approach to the course; for our purposes (and to avoid overcomplicating things), we’ll focus on these two types of achievements, although there are more.
You’ll have the option of completing any number of the assignments listed below. A gold-medal completionist will complete all of the assignments (grade = A). A bronze medalist (grade = B) might prefer flexibility over winning the gold. It's like playing a game.
Below, you'll find sample breakdowns of how various achievements align with final grades. Should you fail to complete three or more assignments, please contact the instructor to determine an appropriate plan for moving toward a B grade by the end of the semester. If you don't contact the instructor, you will be given a Deferred Grade.
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Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames, readings, and activities.
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Week 12
| Time frame | Wednesday, August 6 to Wednesday, August 13, 2025 |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.