Who wants to be healthy?

Games and simulalions can play an integral part of health education by creating a productive and enjoy­ able learning environment. Television and board games requiring various degrees of knowledge and skill can be adapted to present key health concepts, I to allow students to interact with and personalize health information, and to assess personal risk. 2 Within a game format, strategies include simulations creatbg real-life situations and experi­ ences in a non-threatening environment. By usi.ng games and simulations, "students must make decisions. solve problems, and react to the results of their decisions:") thus enhancing their personal and social competence.M(;reover, with technology at the forefront of educati.onal innovations, computer simulations of popular games are easy to create ,S and may be available for use in the classroom setting. For example, access http://www.abc.go.com/primetime/ millionaire/mill_home.html. Popular games such as "Jeopardy," "Family Feud," and "Wheel of Fortune" can be adapted to address one or more National Health Education Standards.' Depending on the game, key health concepts can be reinforced. Likewise, critical thinking, problem-solving, decision-making, and communication skills can be strengthened. In games requir­ ing teamwork, students as active participants can learn to work cooperatively. Games and simulations can clarify key concepts, increase student involvement, improve peer rela­ tionships, and increase motivation to learn. Health-related simulations can provide a realistic sense of where students stand as well as an authentic assessment of kjl0wledge and skill level. g,S Key to incorporating a game format with classroom instruction is its relevance to course and student objectives. Games and simulations must meet pre-identified instruc­ tional objectives and include clear directions, procedures, and rules so the game itself does not become an obstacle to learning. . . Objectives