Digital Game Based Learning: Identity Protection

Educator engages students in strategies to protect their identities.
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About this Micro-credential

Apply for a micro-credential before December 22nd, 2017 for a $75 Amazon gift card!*

*Offer valid until 12/22/2017. To receive a gift card, participant must complete all portions of the micro-credential application including the optional survey. Gift cards will be awarded in the form of Amazon eGift Cards emailed to the account specified by the participant. Each participant can receive maximum one gift card. GFLEC reserves the right to withdraw this offer at any time.

Key Method

The educator employs the method of digital game-based learning to guide students to establish identity protection strategies.

Method Components

What is digital game-based learning?

  • Digital game-based learning (DGBL) is an instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners. Digital game-based learning involves activities that can range from completing very simple tasks to the development of intricate problem-solving skills.
  • A meta-analysis of digital game-based learning found digital games significantly enhance student learning relative to the non-game control conditions.

Components of a digital game-based learning activity:

  • A game that keeps learning and engagement at a high level.
  • Games must include a learning guide with rules and goals established by the teacher.
  • Educator must provide clear game outcomes with the opportunity for immediate feedback or student discussion.

Suggested Implementation:

  1. Establish and communicate to students specific learning outcomes pertaining to identity protection. As an example, students must be able to exhibit strategies for establishing safe passwords.
  2. Develop and distribute to students a gameplay learning guide that includes:
    1. The learning objective
    2. Space for students to explain how the content is relevant to their everyday lives
    3. Space for students to note content tips. For example, strategies for establishing safe passwords.
    4. Space for students to note what strategies they will incorporate in their everyday lives.
  3. Students play the game(s).
  4. Students are paired together and collaborate to discuss strategies they selected. Each student’s selected strategies can be modified based on collaboration.

Research & Resources

Supporting Research

  • Clark, D., Tanner-Smith, E., Killingsworth, S . (2014). Digital Games, Design and Learning: A Systematic Review and Meta-Analysis (Executive Summary). Menlo Park, CA: SRI International.

  • Coffey, Heather. “Digital game-based learning.” Digital game-based learning. LearnNC: K-12 TEACHING AND LEARNING FROM THE UNC SCHOOL OF EDUCATION. Web. 18 Apr. 2016.

  • Prensky, Marc. Digital Game-Based Learning. New York: McGraw-Hill, 2001. Web. 15 Apr. 2016.


Digital games that can be used in the classroom to teach students how to protect their identity

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for both artifacts submitted for Part 2.

Part 1. Overview Questions

(150-word limit):

  • How did you introduce identity theft? What examples or vignettes did you share to illustrate the importance of identity protection?

Part 2. Work Examples/Artifacts

Provide two student artifacts of gameplay learning guides. You must earn a “Yes” score for this portion of the total submission in order to earn the micro-credential.

Part 3. Teacher Reflection

Provide a reflection of what you learned, using the following questions as guidance (150-word limit):

  • Were the digital games an ideal medium for delivering the content? Why or why not? If not, what method will you use in the future? If so, what other topics do you believe are suitable for the application of digital game-based learning?

Part 4. Survey (Optional)

Please answer a brief survey about your experience teaching personal finance. Your responses will:

  • help us understand barriers personal finance teachers face;
  • and help us improve the resources being offered to personal finance educators

We appreciate your help.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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