3DGameLab:Play This, Learn That: What is Making History II

After reviewing various media on Making History II, it is clear that there is educational value to this game if presented in the right way.  I can see students using Intel’s Visual Ranking prior to playing the game to determine or think about what factors will influence success during World War II.

Pitch for use:

Students will take on the role of a nation during the WWII era.  The decisions that students make bout the economy, military, and allies will determine their nation’s success in the simulation.  This virtual look at real world situations will aid students in really understanding the role that the economy played in leading up to major world events of the time.  Their decisions may even change the outcomes of these events in a virtual space.

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ED Tech 532 – How People Learn – Quest 1 (Learning Theory Mashup)

This assignment was to combine two learning theories together then create an accompanying graphic. I have selected the Classical Conditioning Theory of Learning to mash up with Multimedia Learning Theory. I believe that these two elements in conjunction exemplify the reasons for Gamification of Education. When multiple stimuli are presented in a variety of means to reinforce one another the end user has greater comprehension and retention of the presented material. For example, a game that has both text and audio narration with a pictorial representation of the directions has greater success for the user because they can absorb the content in multiple ways stimulating more receptors int he brain. Once this information is processed a new schema is developed in the brain as to the functioning of the game. This creates a new desired behavior in the user of the game to use controls in certain ways to acquire a winning condition. As the player (or learner) works their way through the game and face various obstacles the gamer learns from their mistakes through conditioning to over come each level creating new schema of how the game works at various levels. The new schema is created by a combination of feedback stimulus that can take the form of text, audio, and pictorial references in conjunction with each other. When the player adjust their schema they will experience success in the game and ultimately achieve the winning condition as desired by the game designer. Through the process of multiple stimulus the player acquires these new skills and retains them longer than if the stimulus was just in a single textual form.

ED Tech 532 – HPL Quest 1 by

ED Tech 532 – “My (Story) – Toy – Puzzle – Game” Quest

All great games have some sort of story line that is the hook for gamers.  When I thing about the coursework thus far, I imagine a game with amazing graphics of the entertainment industry with the educational piece in place.  As a former teacher of Ancient Civilizations to middle school students I envision that my game would have the main character be an archeologists in which they visit the civilizations of Mesopotamia, Egypt, Greece, and Rome. Due to the fact that as a gamer I personally enjoy brain puzzle sort of games, such as The Room, I am envisioning that my game would have these sorts of mind challenge puzzle games built into it’s check points or level completion.  As students navigate through the various levels of the game exploring these great civilizations they have to use a cipher to unlock clues to then next part of their journey.  The cipher can unlock the language of the ancients such as cuneiform, hieroglyphics, the Greek Alphabet, and Roman Numerals.  In this way students are learning not only about the geography of the region they are exploring but also the culture as well.  There could be a quiz at the end of each level about the artifacts discovered and who they belonged to as well.

Ed Tech 532 – 7 Ways Games Reward the Brain

7 Ways Games Reward the Brain

After  Ted Talk presented by Tom Chatfield it is glaringly obvious that educators can learn a lot from participant interaction and enthusiasm for gaming. The ultimate goal in education as discussed at many faculty meetings is to find the best way to engage learners in the learning process. It is a age old question that has been asked year after year. However, as our technology as a civilized global society has advanced so rapidly over the last few decades, keeping up the trends of the masses has become increasingly difficult. The wheels of change in educational institutions tend to be slower to turn than that of societal norms. Which bades the questions why is gaming so appealing for our students and how do we harness this in our classrooms? One of the major things that the gaming industry has become very successful at is looking at data. The use of the data collected during game play is used to refine game design, maintain gamer interest by mapping trends, and keeping the reward system such that it is challenging while still attainable. The gaming industry is using this data much like educators may use an item analysis for a state assessment for a gap analysis to determine which standards need to be honed in upon. In games the players are given continual feedback throughout game play. The feedback can occur in a variety of ways leading players to the ultimate goal of achieving the winning condition. In the case of a classroom environment, students need timely feedback in regards to the progress so they may adapt and change their approach in order to earn the desired grade in the course they are seeking. These are just but two parallels that the classroom environment can have with game play. The next topic of rewards is much more evident in games than it is in the typical classroom. Elementary teachers are amazing at giving rewards to students to get them to keep playing the game. For example, my daughters first grade teacher uses fuzzy pom poms and buckets. When students are following the rules of the classroom they earn pom poms filling their buckets. When their buckets are filled they can turn these in for rewards such as: bring your stuffed animal to school, being the teacher for the day, or the line leader. These are simple things but in the eyes of my 1st grader they are huge and make a difference for her and her peers in the classroom. In my experience, this sort of reward system is much less evident in middle schools and high schools. This might be due to the fact that the management of this becomes a bigger task when there is one adult rewarding 60 or more students for their efforts in one class at the secondary level verses one adult rewards 19 students at the elementary level. In game play there are typically multiple check points when progressing through a game or short term goals and the ultimate long term goal of beating the boss at the end of the level of play. These smaller successes or checkpoints of achievement lead to the gamers wanting to continue as the dopamine in their brain is released with the excitement of the next unknown. Games are great at getting avatars and sprites to collaborate to achieve a common goal. In the classroom through project based learning and tools such as Google Apps for Education teachers and students can collaborate in a safe synchronous and asynchronous environment that doesn’t need to be schedule or building dependent.