A serious kind of game...

The game I found online is called Farm Tribe which is a game about creating and cultivating a farm.  I wasn't able to actually play the game as I have a Mac and the website told me that there was only a downloadable version for PC (I tried multiple games and this was the case).  The objectives of learning would be related to vocabulary development as well as listening skill development.  The game talks to you and has directions in Spanish - this would help students improve their reading/listening skills.  I would give students a quiz/assessment in which I gave them the same directions used in the game and assessed their action.  I would also compile a list of frequently used vocabulary words from the game and use that as a way of assessing the vocabulary development.

Not so casual games...

     This week we have dedicated to the very popular world of gaming and how to incorporate games into the second language classroom.  Gamification means taking parts or the underlying principals of games and applying them to non-traditional areas in order to increase engagement of participants.  Games can be used in language learning because games themselves have a unique way of engaging those using them.  In the following video, Tom Chatfield discusses many factors that are responsible for users intense engagement such as rewards, feedback and an element of uncertainty.  The type of game that I feel would be most beneficial from a language perspective are the "escape the room games".  In the game, Lost Cabin , a player must solve various puzzles to escape the log cabin.  I played the game 2 times and then got frustrated so I went to youtube and found the walk-through video which takes a player step by step through the game.
     I would use this game in a variety of ways and over 2-3 class periods during a unit on house vocabulary.

1. I would use screen shots of various rooms in the house. Students would be required to label various items in Spanish in order to familiarize themselves with the vocabulary.  
2. Next I would put students into groups and they would watch the walk-through video together.  Students would write down directions in Spanish as they are watching the video.  This way students have a step by step guide to win the game in Spanish.
3. The next class period students would actually play the game. One partner designated as the player and the other as the director. 
4. Students would play the game (without looking at the walkthrough) and if a student is stuck (in the target language) their partner will give them hints/tips to win the game. 

My learning objectives for this lesson are that the student is able to label house vocabulary as well as create directions in Spanish.  Students would be able to use informal commands in creating these directions.  I would serve as a helper when needed with directions or assist students that become frustrated.  After students are done and have successfully won the game, the next class period they would take a formative assessment in which I would use the same pictures from the game and students would need to label the relevant vocabulary.  This is only one way you could use an "escape the room game" with students.  It could also be used as a listening exercise.