Week 2 reflection

Week 2 reflection:  What are components of a serious game?

It was interesting to see the number of ideas that showed up on our blog pages this week.  At first glance, it seemed as though we would end up with an enormous list if we combined all of our ideas.  As I read the blogs a second (or third) time, it was apparent that several themes occurred throughout most of our sites.  The difference was the names we gave them.  I noticed several sites listed some form of collaboration, which was referred to as teamwork or community.  Several blogs mentioned problem solving with titles such as systematic thinking and hierarchical structure.  I also noticed the idea of role playing showing up as Avatar or character choice.  As I responded to blogs this week, I tried to make these connections in order to show that, despite the seemingly endless list of criteria, there were some common threads throughout.  Some of the members in our Wiki group also noticed the similarities and together, we began putting together a list with titles that made sense.  We are nowhere near completion but we have a good start.  As the groups begin to narrow their lists to something that is manageable, I believe more people will see the similarities.  The difficulty will be in choosing an appropriate name that is agreeable to everyone.  Last week’s Twitter session helped us convey some of our common ideas, which undoubtedly influenced many of our choices.  I found it helpful to see the varying opinions and appreciated being able to expand on them during our discussion.  I have a feeling next week’s Twitter session will yield even more insight.

#etlead What are components of a serious game. Week 2

Week 2:  What are the components of serious games.

As I perused this week’s readings, I noticed several similarities amongst the authors about necessary components of a serious game.  While I did not fully agree with all of them, I did find several that I believe should be part of a serious game used in an educational environment.  I originally believed I would only have three or four specific requirements.  As I thought about it during the week, the number continued to grow.  Here is what I have come up with so far.

Components of a serious game:   

1.  Relevance:  Games used in an educational environment need to be relevant to the class.  If students do not see the reason we are asking them to play, they will not have the same level of academic involvement.  I believe this would be especially true with high achieving kids.  Administrative, parental, and community support is necessary in every school district.  If we can show relevance to our subject and can show learning that is taking place, we will gain that necessary support which in turn can lead increased funding and continuing education opportunities. 

 

2.  Role playing:  Players take on the role of a character (or develop a character) that has specific tasks to master.  This creates a level of individuality and ownership in the game.  When a player makes good or bad decisions, the consequences become more personal and meaningful.  Characters can be chosen or developed based on personal role models, which would increase interest and meaning.

 

3.  Interaction within the game:  Players receive feedback on their actions.  As players make decisions, they are able to see the consequences.  As players progress through the game, the consequences of their decisions dictate future possibilities.  Having control over outcomes will develop a feeling of ownership and will increasing motivation and importance.

 

4.  Risk Taking:  Players should be encouraged to try new things in an effort to see how these decisions affect future events.  Taking the “safe” or familiar pathway limits the potential for new discoveries.  Taking risks should take students beyond their current knowledge and into unknown territory in order to provide a much deeper understanding of the tasks.

 

5.  Hierarchical structure:  Levels of difficulty should be built in so that players learn to make meaningful conclusions when they are faced with difficult circumstances.  This will build their knowledge base, which will help them when the going gets more difficult.  Each new level should require knowledge from previous levels.   As levels increase, difficulty should also increase which will prevent complacency or boredom.

 

6.  Entertainment Factor:  The game needs to include a component of fun in order to keep students interest.  Creating an enjoyable environment should be part of every classroom.  Boosting enthusiasm increases willingness to continue even when lessons become difficult.  The goal is to create an environment where students want to be involved. 

#ETLEAD Reflection – Week 1

Week one reflection.  What serious games exist….Week 1

As is typically the case, reading through the blogs of my fellow classmates has yielded an abundance of interesting and useful information.  It appears that our class is experiencing varying levels of apprehension coupled with considerable anticipation.  After reading through the blogs and learning about serious games, my apprehension level has dropped considerably.  I’m still not sure where all of this will lead but I have no doubt the journey will be interesting and rewarding.

As I responded to the various blogs, I tried to point out some of the valuable ways their games were useful in classrooms.  Like most of our class, I tried to find games endorsed by educators that had other resources available such as lesson plans or online educational opportunities.  I was pleasantly surprised to see how many of the serious games I researched met that requirement.  It was also interesting to see the diversity of gaming experience within our class.  I do not consider myself a gamer but after researching games and reading our class blog sites, it is apparent that my experiences with serious games are deeper than I originally thought.  It was fun to see how many of us had experience playing The Oregon Trail.  How interesting (or disturbing) it is that so many of us experienced virtual dysentery during our younger years.  I also found it interesting that some of the training I received over the years was in reality, part of a serious game.  During much of my flight training, I was subject to the complexities of flight simulators.  These were especially valuable when I was working on advanced ratings.  I spent many hours in simulators trying to hone my skills by experiencing scenarios that would have otherwise been impossible (or highly improbable) in real life.  It’s very unlikely that I will encounter catastrophic engine, instrument, and flight control failure during a flight but if it does happen, I have a fighting chance of walking away from the incident even though I have never experienced it in reality.  Participating in this serious game won’t save the world but it may save my life. 

My attitude toward serious games in a classroom was one of skepticism prior to the beginning of this class.  That is no longer the case.  Today’s youth live in a plugged-in world.  Electronic communication, entertainment, and learning are a core part of their lives.  Serious games are a natural addition to this lifestyle.  I do believe that serious games have a valid place in an academic curriculum for the simple reason that they are a familiar and prevalent part of our students’ lives.  They may even help educate some of our “old-school” teachers on how our kids think.  That, however, presents an entirely different challenge.

#etlead What serious games exist…Week one

Essential Question: What Serious Games Exist for People Ages 13+? What can we learn by playing these games?

What can we learn by playing serious games?  Just about anything you can imagine.  I remember the first serious game I played on a computer many years ago.  If the phrase “You have died of dysentery” sounds familiar then you know that I’m talking about The Oregon Trail.  We learned what it took to travel across the country in covered wagon in the mid-eighteen hundreds.  It was fun, challenging, and filled with historical information.  The most interesting thing about The Oregon Trail is not necessarily the game itself but the fact that I still remember many of the things I encountered even though it was 40 years ago.  That tells me games have a way of putting info into our long term memory.  Serious games allow players to simulate events in order to determine potential outcomes.  It’s the same idea that is used by professional pilots and flight simulators.  A variety of scenarios can be used in order to test the pilot’s response.  If a pilot makes poor choices, the results could be devastating.  Using a simulation allows pilots to see the results of their actions without placing anyone in danger.  This same idea is used with serious games.  Players make choices and experience the repercussions.   

As I think ahead, it makes me wonder how (and why) I would use serious games in my classroom.  I believe the “how” part will be answered during the upcoming months as this class dives into the serious gaming world.  Why I would use them is much easier to answer.  I mentioned above that my memories of The Oregon Trail are that it was fun, challenging, and filled with information.  As a kid, having fun was a priority.  (OK, as an adult it’s still a priority.  It’s just that the toys are far more expensive.)  When I have fun with my classes, their engagement level goes up exponentially.  The amount of information they remember also increases.  Those are two pretty powerful reasons to throw a few serious games into my curriculum.  Most of my kids enjoy a challenge.   They will grudgingly work through the math problems I throw at them but when it involves a competition or game, suddenly their enthusiasm grows.  When they get stuck on a test or quiz question, I just have to mention the game we played and their light bulbs immediately go on. 

The following are a few of the serious games I played this week.  All of them are educational, challenging, and free.

http://www.wolfquest.org/   WolfQuest is a free simulation game that allows players to learn about wolf behavior.  Players must learn how to survive as a wolf in Yellowstone National Park.  The game takes players through a variety of experiences with weather, seasons, other wildlife, and joining/forming packs.  The game can be played as a single player or with 4 other people in an on-line game.  It has been around since 2007 and has won numerous educational awards. 

http://www.peacemakergame.com  In this game, players become an Israeli Prime Minister or Palestinian President and attempt to bring peace to the region during their time in office.  A Variety of scenarios are presented and players must choose how to respond.  The game presents several video clips and articles from historic events.  Reactions to player decisions are based on these events and can result in anything from a Nobel Peace Prize to regional destruction.  This is a free game designed for students. 

http://www.icedgame.com/  The object of this game is to take on the role of an immigrant trying to become a citizen.  The game takes players throughout a city where they encounter a variety of questions related to immigration in the U.S.  The idea is for the player to avoid being detained by Immigration and Customs Enforcement.  Incorrect responses or poor decision can result in being detained.  The game is filled with information on immigration policies in the U.S. as well as facts and misconceptions people have about the cause and effects of immigration enforcement. 

http://www.brainpop.com/  This site contains a collection of subject specific short games and lessons to broaden a variety of academic skills.  I included this link as a reference for other teachers who are looking to add resources to their collection of teaching tools.  There are resources for multiple grade levels.

EDET668 Educational Technology Leadership

Spring 2014