Game Ideas

I want to create a game that will be beneficial to the student programs I coordinate and teach at work.  Some of the ideas I have is launching rockets, phases of the moon, creating life that could survive on Mars.  Whatever topic I choose, I want to incorporate math. 

DEJ #5

“The traditional kindergarten approach to learning is well matched to the needs of the current society, and should be extended to learners of all ages.”

After kindergarten, many subjects tend to leave behind creative thinking.  Create thinking will not only help students achieve higher scores on standardized testing, but will also them succeed in all aspects of life.  When I first started reading this, I was surprised that the author thought that all grades should model after methods used in the kindergarten classroom, but then quickly agreed after finding out that creative thinking is supported in kindergarten and should be used in all subject areas.

“One reason, I believe, is a lack of appreciation for the importance of helping young people develop as creative thinkers. Another reason has to do with the availability of appropriate media and technologies.”

Students not only enjoy using media and technology in the classroom, but use it everyday outside of school.  Studies have shown that using technology can help teachers teach creative and critical thinking skills.  School systems want students to excel on standardized testing, where the underlying principle on all subject areas on the test requires students to use critical thinking skills.  Hopefully, school systems will recognize that technology is important to today’s generation and try to gain as much technology as they can for the schools. 

“But, with a few notable exceptions, such as the Sim series games and Shaffer’s “epistemic games” [18], currently-available video games do not support kindergarten-style learning. Even games that engage children in strategic thinking and problem solving provide few opportunities for children to design and create a key ingredient in the kindergarten approach to learning.”

I agree that more games should be created that involve the kindergarten approach to learning.  After reading this statement, along with the other statements about the LEGO NXT robot kits, I disagree with the author.  I am not sure when the article was published, but LEGO has created WeDo robotics, primarily for students in grades K-4.  This robotic kit in particular allows students to create animals, people, transportation, etc. The students can build whatever they chose, create a story using whatever they build, and program it to tell their story.  This allows for more creative thinking compared to the LEGO Mindstorm series.  However, the mindstorm series, students can come up with several robot designs and determine how their robot can be used to help a real-life process. 

Resnick, M. (n.d.). All i really need to know (about creative thinking)i learned (by studying how children learn) in kindergarten. Retrieved from http://web.media.mit.edu/~mres/papers/kindergarten-learning-approach.pdf

Gayle's Preschool Rainbow - Activity Central

This website organizes kindergarten activities by themes and promotes creative thinking on all levels.  Teachers are able to share ideas and even post their favorite activities. 

Jacobs, G. (1999). Gayle's preschool rainbow - activity central. Retrieved from http://www.preschoolrainbow.org/

DEJ #4

“For whenever one plays a game, and whatever game one plays, learning happens constantly, whether the players want it to, and are aware of it, or not. 

Learning without knowing, may be one of the best methods to teach a new concept.  When students hear that they will be learning something new or difficult, they will sometimes give up before they try and/ or complain they don’t want to learn it.  So if students are doing something they like, such as playing a game, they will be learning without even realizing it.

“And the more a game’s content “simulates” anything in the real world, the more one learns about how to do things in that world.”

As teachers, we have learned that if a student learns a concept that connects to a real-life situation, it will make the learning more relevant to them; they will be able to better apply and retain that knowledge.  Students will be able to understand that they may use the concept they are learning about everyday day or at some point in their life. 

“Players learn through their games to handle cultural relativity, and to deal with different people and roles.”

Some games introduce people and/or creatures that are different from them.  The player has to learn about the other people/ creatures in order to succeed.  This skill is similar to students learning about each others’ differences and backgrounds.  I believe this skill will also lead to students making good moral decisions in the game and in the real world.

Prensky, M. (2002). What kid's learn that is positive from playing video games. Retrieved from https://online.fairmontstate.edu/webct/urw/lc15057011.tp0/cobaltMainFrame.dowebct

Media Awareness Network

This website lists good aspects of video games that parents should be looking for when they are purchasing video games for their kids.  This website also lists other articles, blogs, and educational games. 

Media awareness network. (2010). Retrieved from http://www.media-awareness.ca/english/parents/video_games/choosing_videogames.cfm

Week 5

Vocab Breaker Biology

I want to create a game that relates to a topic in the subject of science.  My background is biology, so I found a game that provides a way for students to study vocabulary words.  This is a simple, straight-forward game.  I believe it only addresses the first learning level:  learning how.  Students learn how to break the blocks using the ball and paddle.  They have to correctly answer the question in order to break the blocks. 

DEJ #3 (6814)

“To achieve these goals through deliberate steps, we had to step away from our computers, put aside our desire to design, and instead engage the ethnographic process of understanding the lives of those we wished to serve (Barab, Thomas et al,. in press; Levinson, 1988).”

Teachers not only examine what type of learners their students are but learn and understand how and where they grew up to be able to better instruct them.  Today’s generation spend the majority of their time on their cell phones, computers, and playing video games.  This is something that cannot be changed; this is something we must accept and utilize to our advantage. 

“Further, in addition to the thousands of quests assigned by teachers and participating staff, children ages 9-12 in both school and after-school settings have voluntarily completed hundreds of educational quests without any mandated requirements.”

If students are actively involved doing something they like, such as video games, they may overlook the primary purpose and continue because of the enjoyment they gain.  Certain video games are educational but don’t point that out, so children playing these games are playing the game for fun and learning at the same time.  It would be to a teacher’s advantage to implement games into their curriculum because the students will enjoy learning the content in a way that is more familiar and exciting to them. 

“It is our conviction that if we as educators do not develop more gaming-like principles into our design tool kits, then the entertainment industry and market, which have less vested interest in supporting positive identity development than we do, will be the teachers of our children.”

It is up to teachers to design games that students will like, but is also educational.  The entertainment industry is out to make money.  They create games that will sell.  Many people are complaining about certain video games that promote violence.  They believe these types of video games have a negative effect on our children.  So instead of complaining, do something about it. 

Sasha Barab, Michael Thomas, Tyler Dodge, Robert Carteaux, & Hakan Tuzun. (2005). Making Learning Fun: Quest Atlantis, A Game Without Guns. Educational Technology, Research and Development, 53(1), 86-107.  Retrieved February 9, 2012, from Research Library. (Document ID: 816992771).

TheEducational Benefits of Video Games

This article states several facts about the positive attributes of playing video games.  Good video games can increase hand-eye coordination, decrease reaction times, and improve social interactions. 

Griffiths, M. (2002). The educational benefits of video games. Education and Health, 20(3), 47-51. Retrieved from http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf

Week 4 (6814)

1. Which one do you like the best?

Sally’s Energy Ride

2. What content is being learned?

Students learn about how much energy is produced by household appliances and different forms of alternative energy.  Students learn how to use the order of operations to solve math problems to learn about energy. 

3. Do you think it effectively teaches the content?

This game not only effectively teaches the content with text and graphics, but it also incorporates learning other content in the process. 

4. Does it involve higher order thinking?

In my opinion, this game does not involve higher order thinking.  You just have to solve a math problem to answer the question about energy. 

5. Does the game possess and principles of good games and learning:

I believe this game has the following three principles of good games and learning:

•  They are action-and-goal-directed preparations for, and simulations of, embodied experience—player has to answer questions to earn windmills and solar power to power the city
• They create opportunities for cross-functional affiliation—players learn about energy by solving math problems
• They allow meaning to be situated—players learn about how much energy common household appliances use

6. In your opinion do you think letting kids design games is productive activity for school based learning?

I believe that students can take control of their learning by designing games that embody the current content they are learning.  This could be an annual project for the students.  Students would really enjoy creating and playing games, while learning during the process.