From finding a game to using it well
Most advice about learning games focuses on whether they work in principle. This article is about the practical side for adults responsible for a lesson or a study session: how to pick a game, set it up, run it and decide whether it was worth the time. The same steps apply to a teacher with thirty students and a parent with one child at the kitchen table, although the details differ.
Start with the learning goal, not the game
Before browsing, write down one specific thing you want the learner to practice. “Recall the times tables up to twelve” or “recognize common spelling patterns” is a better goal than “make math fun.” A clear goal lets you judge each game against something concrete. If a game is entertaining but does not touch the goal, it is a break, not a lesson, and that is fine as long as everyone knows which it is.
Vetting a game before anyone plays it
Spend ten minutes playing it yourself. Look for:
- Content accuracy. Are the questions correct and clearly worded? Errors waste time and confuse learners.
- Suitability. Check the age ratings and make sure the tone, themes and difficulty fit the group. If the game includes chat, review the risks; our piece on kids chat safety explains why open text chat with strangers is a concern for younger users.
- Ads and purchases. Free educational games frequently show ads or sell upgrades. For a classroom or study session, aim for a version without pop-ups, or turn off purchases in the device settings. In-app spending limits and parental controls are useful here.
- Data collection. Find out what the app collects and whether it asks for accounts, contacts or location. A game that needs none of those for a spelling drill is usually preferable. Reading a privacy policy without a law degree is more doable than it sounds; look for who gets the data and whether it can be deleted. Schools may have their own approval rules for apps, which are worth checking first.
- Source. Install only from official app stores, which lowers the risk of fake or tampered copies.
Planning the session
Keep it short and purposeful
For many learners, a focused ten to twenty minutes is plenty. Shorter sessions are easier to fit around other work, and they leave room for discussion afterward. Older students can often manage longer, but the benefit of extra time tends to level off.
Decide the format
Common ways to use a game include:
- Warm-up. A short game at the start of a lesson activates prior knowledge.
- Station or rotation. Small groups cycle through activities, one of which uses a device.
- Pair play. Two learners share a screen, explaining their choices to each other, which tends to spark more talk than solo play.
- Homework practice. A parent sets a modest time limit and a clear stopping point.
- Review. A game-style quiz before a test helps surface weak spots.
Prepare the devices
Charge them, close unrelated apps, silence notifications and, if possible, use a guided mode that keeps the device on the chosen app. Reducing distractions is a big part of using phones in study; settings for notification control and screen time tools can help. Not every learner has a device, so have a paper or shared-screen alternative so that no one is left out. Accessibility features such as larger text, captions and color options should be checked, too, since some learners will need them.
Running the session
Explain the purpose in a sentence, set the time limit and say what happens at the end. Circulate or sit alongside, listening to how learners talk about the game. Watch for rushed tapping to collect rewards, which suggests the game is rewarding speed rather than understanding. If that happens, slow things down by asking learners to explain an answer before they enter it.
Competitive features, like leaderboards, motivate some learners and discourage others. Consider turning them off, or focusing on personal progress rather than rank. Games that lean on daily streaks can create pressure to play outside the planned time, so be cautious about those for younger children.
Closing the loop
A short debrief often matters more than the game. Ask: What did you learn? What was tricky? How would you explain it to someone else? That moves knowledge from the screen into the learner’s own words. A quick, non-graded check later in the week, such as a few written questions, shows whether anything stuck. If results are poor after several sessions, change the game, the goal or the format rather than simply adding time.
Balance and wellbeing
Even good learning games add to a learner’s total screen use for the day. Keep an eye on the wider picture: sleep, physical activity, time with friends and other forms of study all matter. Short breaks to stand, stretch and look into the distance help with comfort. Families may find that agreeing on a family media plan keeps homework screens from turning into endless play.
If a learner seems unusually distressed when sessions end, is hiding use, or is neglecting other activities, handle it calmly and without blame. A conversation is a good first step, and a school counselor, pediatrician or other qualified professional can help if the concern continues.
A simple routine to try
- Pick one clear goal.
- Vet two or three games yourself.
- Choose the calmest, most accurate one.
- Set a short timer and a stopping point.
- Discuss afterward and check what stuck.
- Review after a few weeks and adjust.
Games earn a place in learning when they serve the goal. When they stop doing that, putting them away is a perfectly good decision.