Tag: games-based learning

Everything is Awesome: Legos® to Teach Teamwork and Communication – Faculty Focus
A group of 38 nurses, seven Lego building block kits, and 45 minutes was all our nursing professional development team needed to improve staff communication and patient safety. Game-based learning (GBL) via Lego® building is a well-received training modality with a review of literature showing the potential to increase teamwork, communication, and comprehension (Warburton et al., 2022).

Lego® Serious Play®, a specific form of GBL, is a “facilitated, communication and problem-solving teaching technique using Lego® building blocks to use the concept of ‘hand knowledge’ to teach cognitive concepts” (Lego®, 2025). GBL is a frequent training modality our nurse education department uses for the quarterly skills day. Our quarterly skills days are training days dedicated to vital training requirements. We have used escape rooms, team Jeopardy, and role-plays, but our staff asked for something different. Our team held a brainstorming session, during which we decided to utilize Legos® to teach triage and communication skills.

The Idea for Lego® GBL

The idea for Lego® GBL in our facility was based on a critical incident tabletop exercise attended by nursing residents. Our nurse residents needed to complete and experience a mass casualty incident triage, but we were unable to involve them in the actual training exercise. I considered recreating the critical incident using a Lego® hospital and emergency department model. We used Lego® minifigures as our key players and victims: we had an ambulance, a stretcher, and an overturned truck.

The use of Lego® GBL learning addresses key elements of communication required for highly functioning teams.
- Staff Engagement. The training energized the staff, prompting them to run the scenario multiple times.
- Team Effort. The physical nature of the building blocks fosters a strong working environment that revolves around a shared mental model.
- Critical thinking. The team makes key decisions on triage using limited information, following the triage guidelines, and relying on clear communication.
Lego® GBL and Communication Training

Our team was seeking an innovative approach to teaching communication skills beyond a traditional code team exercise. I instantly thought back to how successful the Lego® critical incident tabletop exercise went and told the team we should consider using this for all our learners.

I then conducted research and found three articles outlining how to create an educational exercise and its proven efficacy (Bethel et al., 2021; Lambert et al., 2023; Warburton et al., 2022). We began our design by creating a timed building scenario that involved 13 bricks and eight distractor bricks, which are not required to complete the build. We then decided we wanted to have three distinct roles in our building team:
- Staff Nurse or Builder. This person was the only person who could see the build and touch the Lego® building blocks. The builder was behind a blinder and could not see the written instructions from their team members. The builder can only create the build based on verbal instructions from the runner.
- Relief Nurse or Runner: This person was responsible for verbal communication between the staff and charge nurses. They could not see the build instructions or the build itself, and they could not physically interact with the Lego® build.
- Charge Nurse or Diagram Holder: This person was responsible for being the only person who could see the build instructions. They passed on the verbal instructions to the runner. The charge nurse was behind a blind and cannot leave their workstation.
Projected Outcomes of Training

In developing this opportunity, I initially thought of what our outcomes would be. First, I wanted the learners to be engaged and to have data to support the need for future training. Second, I wanted the teams to verbalize that they improved communication in their teams. Third, I aimed to teach the principles of High Reliability Organization (HRO) communication to enhance patient safety. Finally, I briefly touched on the importance of rapid process improvement and the use of standardization documents (Standard Work and Standard Operating Procedures) to make work more consistent and safe.

Build Time: Everything is Awesome!

Our team facilitated the training, consisting of seven skills days, with an average of 15-24 participants per group. We introduced the guidelines for the activity and divided the teams into three groups. After the initial build, we conducted debriefings and reviewed the builds. All the builds were within 50% accuracy of the template, and no team finished before the five-minute time limit.

Next, I provided a brief 15-minute learning on (1) communication theory, (2) running a rapid process improvement, and (3) teamwork building. The teams had five minutes to do a team huddle. The purpose of the team huddle is to communicate a shared mental model of a task to ensure all members of the team have understanding. They identified that they wanted to make changes: (1) removing the blinders, (2) providing all team members with the build instructions, and (3) allowing all team members to touch the Legos®. The team employed more effective communication techniques during the second build. All teams utilized the 3 Cs of high-quality communication (clear, concise, and complete). Most teams finished within two minutes, with all teams achieving 100% accuracy with the template model.

Next Steps in Facility Lego® GBL

I plan to present this project to our nursing evidence-based council for further review and consideration. In the meantime, five additional units have requested this training by word-of-mouth advertising. In response to these requests, I have revised the instructions so that I could train other facilitators to run a 45-minute session. Our HRO and quality staff have expressed interest in formalizing this as part of our Pathway to Excellence drive.

Conclusion

Educators can use block learning as a tactile approach for learners to witness the outcomes of their “soft skills” training, which focuses on communication and teamwork. Lego® GBL provides a fun, engaging, and novel way for healthcare workers to experience competency training. Lego® GBL and Lego® Serious Play® offer ways for teams to interact in a manner that reduces stress by removing the high stakes of traditional simulation-based education.

Michael Brakel, RN-BC, is a Registered Nurse (RN) serving with the Veterans Affairs-Northern California Health Care System (VA-NCHCS) as a Nurse Educator. He has worked with the VA-NCHCS in various capacities, including Utilization Management RN, Utilization Review RN, Community Care RN, Affiliate Professor, and Primary Care Mental Health Integration (PCMHI) RN Care Coordinator. Additionally, he has worked as a Nurse Consultant with the VA Office of Inspector General (OIG), serving as a hotline team member and team lead. Mr. Brakel holds advanced degrees in management and psychology. He graduated from Hawaii Pacific University with a degree in nursing. Mike is certified in Managed Care Nursing, Psychiatric-Mental Health Nursing, Nursing Professional Development, and Nursing Case Management. He holds certifications as a Certified Professional of Patient Safety and a Certified Professional in Healthcare Quality in addition to his nursing credentials. Resilience, compassion fatigue, nurse retention, and the application of measurement-based screening in mental health care are his main research topics. Before coming to the VA, Mr. Brakel retired after 25 years in the United States Air Force Nursing Corps, specializing in Behavioral Health. Mike served as a nurse, charge nurse, and education specialist serving on inpatient units at Travis Air Force Base, California, and the San Antonio Military Medical Center. His last roles in the Air Force were serving as the Air Force lead Mental Health Nursing Educator and as the Deputy to the Air Force Consultant to the Surgeon General for Mental Health Nursing.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Bethel, E. C., Marchetti, K. A., Hecklinski, T. M., Daignault-Newton, M. S., Kraft, K. H., Hamilton, B. D., Faerber, G. J., & Ambani, S. N. (2021). The LEGO™ exercise: An assessment of core competencies in urology residency interviews. Journal of Surgical Education, 78(6), 2063-2069. https://doi.org/10.1016/j.jsurg.2021.05.011

Lambert, N. J., Luo, X., & Ola, A. (2023). Knowing me, knowing you: Self-reflection and understanding diversity for effective teamwork Lego® building activity. Management Teaching Review, 10(1), 21-34. https://doi.org/10.1177/23792981231190589

Warburton, T., Brown, J., & Sandars, J. (2022). The use of Lego® Serious Play® within nurse education: A scoping review. Nurse Education Today, 188(1). https://doi.org/10.1016/j.nedt.2022.105528
Source link
November 24, 2025
Everything is Awesome: Legos® to Teach Teamwork and Communication – Faculty Focus
A group of 38 nurses, seven Lego building block kits, and 45 minutes was all our nursing professional development team needed to improve staff communication and patient safety. Game-based learning (GBL) via Lego® building is a well-received training modality with a review of literature showing the potential to increase teamwork, communication, and comprehension (Warburton et al., 2022).

Lego® Serious Play®, a specific form of GBL, is a “facilitated, communication and problem-solving teaching technique using Lego® building blocks to use the concept of ‘hand knowledge’ to teach cognitive concepts” (Lego®, 2025). GBL is a frequent training modality our nurse education department uses for the quarterly skills day. Our quarterly skills days are training days dedicated to vital training requirements. We have used escape rooms, team Jeopardy, and role-plays, but our staff asked for something different. Our team held a brainstorming session, during which we decided to utilize Legos® to teach triage and communication skills.

The Idea for Lego® GBL

The idea for Lego® GBL in our facility was based on a critical incident tabletop exercise attended by nursing residents. Our nurse residents needed to complete and experience a mass casualty incident triage, but we were unable to involve them in the actual training exercise. I considered recreating the critical incident using a Lego® hospital and emergency department model. We used Lego® minifigures as our key players and victims: we had an ambulance, a stretcher, and an overturned truck.

The use of Lego® GBL learning addresses key elements of communication required for highly functioning teams.
- Staff Engagement. The training energized the staff, prompting them to run the scenario multiple times.
- Team Effort. The physical nature of the building blocks fosters a strong working environment that revolves around a shared mental model.
- Critical thinking. The team makes key decisions on triage using limited information, following the triage guidelines, and relying on clear communication.
Lego® GBL and Communication Training

Our team was seeking an innovative approach to teaching communication skills beyond a traditional code team exercise. I instantly thought back to how successful the Lego® critical incident tabletop exercise went and told the team we should consider using this for all our learners.

I then conducted research and found three articles outlining how to create an educational exercise and its proven efficacy (Bethel et al., 2021; Lambert et al., 2023; Warburton et al., 2022). We began our design by creating a timed building scenario that involved 13 bricks and eight distractor bricks, which are not required to complete the build. We then decided we wanted to have three distinct roles in our building team:
- Staff Nurse or Builder. This person was the only person who could see the build and touch the Lego® building blocks. The builder was behind a blinder and could not see the written instructions from their team members. The builder can only create the build based on verbal instructions from the runner.
- Relief Nurse or Runner: This person was responsible for verbal communication between the staff and charge nurses. They could not see the build instructions or the build itself, and they could not physically interact with the Lego® build.
- Charge Nurse or Diagram Holder: This person was responsible for being the only person who could see the build instructions. They passed on the verbal instructions to the runner. The charge nurse was behind a blind and cannot leave their workstation.
Projected Outcomes of Training

In developing this opportunity, I initially thought of what our outcomes would be. First, I wanted the learners to be engaged and to have data to support the need for future training. Second, I wanted the teams to verbalize that they improved communication in their teams. Third, I aimed to teach the principles of High Reliability Organization (HRO) communication to enhance patient safety. Finally, I briefly touched on the importance of rapid process improvement and the use of standardization documents (Standard Work and Standard Operating Procedures) to make work more consistent and safe.

Build Time: Everything is Awesome!

Our team facilitated the training, consisting of seven skills days, with an average of 15-24 participants per group. We introduced the guidelines for the activity and divided the teams into three groups. After the initial build, we conducted debriefings and reviewed the builds. All the builds were within 50% accuracy of the template, and no team finished before the five-minute time limit.

Next, I provided a brief 15-minute learning on (1) communication theory, (2) running a rapid process improvement, and (3) teamwork building. The teams had five minutes to do a team huddle. The purpose of the team huddle is to communicate a shared mental model of a task to ensure all members of the team have understanding. They identified that they wanted to make changes: (1) removing the blinders, (2) providing all team members with the build instructions, and (3) allowing all team members to touch the Legos®. The team employed more effective communication techniques during the second build. All teams utilized the 3 Cs of high-quality communication (clear, concise, and complete). Most teams finished within two minutes, with all teams achieving 100% accuracy with the template model.

Next Steps in Facility Lego® GBL

I plan to present this project to our nursing evidence-based council for further review and consideration. In the meantime, five additional units have requested this training by word-of-mouth advertising. In response to these requests, I have revised the instructions so that I could train other facilitators to run a 45-minute session. Our HRO and quality staff have expressed interest in formalizing this as part of our Pathway to Excellence drive.

Conclusion

Educators can use block learning as a tactile approach for learners to witness the outcomes of their “soft skills” training, which focuses on communication and teamwork. Lego® GBL provides a fun, engaging, and novel way for healthcare workers to experience competency training. Lego® GBL and Lego® Serious Play® offer ways for teams to interact in a manner that reduces stress by removing the high stakes of traditional simulation-based education.

Michael Brakel, RN-BC, is a Registered Nurse (RN) serving with the Veterans Affairs-Northern California Health Care System (VA-NCHCS) as a Nurse Educator. He has worked with the VA-NCHCS in various capacities, including Utilization Management RN, Utilization Review RN, Community Care RN, Affiliate Professor, and Primary Care Mental Health Integration (PCMHI) RN Care Coordinator. Additionally, he has worked as a Nurse Consultant with the VA Office of Inspector General (OIG), serving as a hotline team member and team lead. Mr. Brakel holds advanced degrees in management and psychology. He graduated from Hawaii Pacific University with a degree in nursing. Mike is certified in Managed Care Nursing, Psychiatric-Mental Health Nursing, Nursing Professional Development, and Nursing Case Management. He holds certifications as a Certified Professional of Patient Safety and a Certified Professional in Healthcare Quality in addition to his nursing credentials. Resilience, compassion fatigue, nurse retention, and the application of measurement-based screening in mental health care are his main research topics. Before coming to the VA, Mr. Brakel retired after 25 years in the United States Air Force Nursing Corps, specializing in Behavioral Health. Mike served as a nurse, charge nurse, and education specialist serving on inpatient units at Travis Air Force Base, California, and the San Antonio Military Medical Center. His last roles in the Air Force were serving as the Air Force lead Mental Health Nursing Educator and as the Deputy to the Air Force Consultant to the Surgeon General for Mental Health Nursing.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Bethel, E. C., Marchetti, K. A., Hecklinski, T. M., Daignault-Newton, M. S., Kraft, K. H., Hamilton, B. D., Faerber, G. J., & Ambani, S. N. (2021). The LEGO™ exercise: An assessment of core competencies in urology residency interviews. Journal of Surgical Education, 78(6), 2063-2069. https://doi.org/10.1016/j.jsurg.2021.05.011

Lambert, N. J., Luo, X., & Ola, A. (2023). Knowing me, knowing you: Self-reflection and understanding diversity for effective teamwork Lego® building activity. Management Teaching Review, 10(1), 21-34. https://doi.org/10.1177/23792981231190589

Warburton, T., Brown, J., & Sandars, J. (2022). The use of Lego® Serious Play® within nurse education: A scoping review. Nurse Education Today, 188(1). https://doi.org/10.1016/j.nedt.2022.105528
Source link
November 24, 2025
Game On: Competitive Gamification in Diverse ESL Classrooms – Faculty Focus

In many diverse English as a Second Language (ESL) classrooms, sustaining student motivation can be difficult, especially when it comes to vocabulary learning. Traditional drills often fail to spark excitement, and learners sometimes hesitate to participate because they fear making mistakes or being judged. However, when competition enters the scene, particularly in the form of digital games or classroom missions, everything changes.

As an ESL instructor in Kuwait, I have seen how structured and respectful competition can shift classroom dynamics. Whether learners are battling a “final boss” in a vocabulary game or racing another team to answer grammar questions, their focus sharpens, and their energy rises. Competitive gamification may sound intimidating at first, but when approached with care and purpose, it can help learners take ownership of their progress, laugh a little more in class, and gain the confidence they need to use the language effectively.

This approach is especially helpful in diverse learning environments, where many students experience anxiety from past experiences with English. Classroom games that incorporate competition give students a safe space to try, fail, laugh, and try again. Below are five practical ways teachers can use competitive gamification to increase motivation, engagement, and participation without needing expensive tools or advanced technology.

1. Build Team Identity and Roles

Instead of dividing students into random groups, they can be allowed to form “game squads” with their own team names, mascots, or colors. Encourage them to assign rotating roles, such as speaker, scribe, timer, or cheerleader. This small step transforms teamwork into something more exciting and meaningful for the students.

Tools to try:

• Printed team badges
• Canva-designed team flags
• Whiteboards or Quizizz Team Mode

Why it works:

Many diverse learners place a strong value on group identity and cooperation. Giving students the freedom to name themselves “The Grammar Falcons” or “Team Lightning” adds emotional investment and a sense of fun to the class. I have noticed that when students feel like they belong to something, they participate more enthusiastically, even if they were shy at first. One class even created its own team chant and insisted on saying it before every challenge. This ownership made all the difference in their classroom engagement.

You can also level this up by awarding small points for creativity in team names, collaboration, and encouragement, in addition to correct answers. This shows students that being kind and supportive is as valuable as winning.

2. Introduce Weekly “Boss Battles”

One of my favorite strategies is turning the end of each unit into a “boss battle.” This gamified twist allows students to review the content creatively and energetically. It can be anything from a vocabulary quiz to a speaking relay or even a storytelling competition based on the week’s topics.

In my classroom, students know that Thursday is Boss Battle Day. I would project a countdown timer, play suspenseful music (there are tons of royalty-free tracks on YouTube), and announce the challenge like a game master. Rewards were simple stickers, power cards, or three bonus XP points, but the emotional payoff was huge. Students began asking midweek, “What’s the boss challenge this time?” This anticipation helped them stay focused throughout the week.

Pro tip:

Rotate the type of boss battles you use. For example:
• Week 1: Timed vocabulary puzzles
• Week 2: Grammar challenge maze
• Week 3: “Beat the teacher” quiz
• Week 4: Creative speaking duel between teams

This variety keeps students curious and prevents routines from becoming monotonous.

3. Alternate Between Individual and Team Challenges

Not all learners are identical. Some love the spotlight, whereas others prefer to work quietly. One of the best things you can do as a teacher is to offer a mix of competition formats.

In my classes, I alternate between weeks. One activity might focus on individual competition, such as a speed-based vocabulary game. The next step might focus on team challenges, where groups build sentences together or solve a language mystery. This balance helps every student to find their moment to shine.

This flexible structure especially benefits quieter students. One of my shyest learners once topped a solo Quizizz game and afterward told me, “I finally feel like I’m good at English.” That comment stuck with me because it showed that gamification was not just fun; it gave students a sense of achievement that traditional methods often do not.

Students can also choose their preferred challenge mode. They are given a short form at the beginning of the semester to determine whether they enjoy team play, solo missions, or a mix of both. Then, use this data to design your games in a way that includes everyone is voice.

4. Use Leaderboards Mindfully

Leaderboards can be powerful motivators, but they must be used with care. In my classroom, I publicly display team progress but keep individual rankings private unless a student asks about them. I also avoid using the same leaderboard for the entire semester. Sometimes, I reset the scores halfway through the course to give new teams a chance to rise.

Another trick I use is “rotating rewards.” For example, I celebrate the team with the highest points for one week. Next, I reward the “most consistent,” “most improved,” or even the “kindest player.” This approach relieves pressure on students who may not win the top score but are still deeply engaged and helpful.

Gamified tip:

Instead of grades, an XP system should be used. Students earn points for completing activities, participating in discussions, and helping their teammates. As they reach certain XP levels, they unlock titles like “Word Warrior,” “Grammar Guardian,” or “Team Captain.” These ranks do not carry grades, but they create a game-like progression that students enjoy tracking.

Some of my students even began drawing avatars to represent their progress and decorating their XP sheets with custom designs. These small things can make English class feel like something they get to do instead of something they have to do.

5. Let Students Reflect and Choose

One of the most overlooked yet powerful tools in gamification is student reflection. After each gamified week, I dedicated five minutes to reflection. I ask simple, open-ended questions, such as:
• What did you enjoy the most this week?
• Which challenge helped you learn the most?
• Do you prefer to work alone or in a team?
• Which game would you like to try next time?

Students often provide useful feedback. One learner suggested turning the vocabulary quiz into a timed team relay using flashcards. Another asked if we could create a “mystery box” round where students randomly pull a game task from a box. These ideas helped me expand my toolkit and showed the students that their voices mattered.

Involving learners in the game design process also boosts their motivation. When they help shape their experience, they are more likely to feel invested in their learning.

Final Thoughts

Gamification does not require flashy technology or perfect lesson plans. In many classrooms, where traditional teacher-centered approaches still dominate, the introduction of respectful and playful competition can shift the paradigm. With a bit of structure, some creative energy, and genuine care for your learners, you can transform English lessons into memorable learning experiences.

When competition is used with purpose and flexibility, it becomes more than just a game. It allows students to take risks, build confidence, and feel proud of their progress. Ultimately, it is not about who wins the boss fight. It is about helping learners find their voice and feel that English and their learning belongs to them.

Fahad Ameen is a PhD researcher in Applied Linguistics at the University of Nottingham and an English language instructor at the College of Education, Kuwait University. His research explores competitive gamification, vocabulary retention, and learner motivation in Arab ESL classrooms. He has also designed gamified vocabulary books and classroom materials for A1–B1 learners.

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October 15, 2025