Reflection for Week 6
EDET 679: Gamification and Open Education, with Dr. Graham
by Aleta May
By reading and commenting on several posts and reflecting on Gerald’s reply to my post, I focused on this topic in a way that caused me to really consider the strong impact different gaming types has on designing a plan for the classroom. The interrelationship between gamer types, personas, and pleasures that motivate (draw players into the game) is much more extensive than I had realized.
Following is a description of what I learned during our Tuesday session within a group of three:
In class this week, I felt like I learned how to participate in a group and give what I could at my level. Since the ck12.org site was new to me, I found myself exploring what would be useful to me. I am so glad that in our group, we had two teachers who were already familiar with this site and wrote on our power point how they use this site in their own science class. It is simply amazing that we all pulled together our experiences to create such a complete power point within just 30 minutes, with two of us more experienced at using ck12.org and myself new to this.
In this power point I learned about how teachers can connect lessons to national ans state standards. I learned about how books for science can be downloaded and one of the two Sara, Sarah’s in my group relies more on the book in ck12.org than the text. By exploring further after our class session, I saw how I could build my own flexbook that in turn would be available to others interested in the topic I explored; Sketchup.
Teachers can create groups for each class; Biology, 8th grade Science, Earth Science and Physical Science. Within one group page, Biology, for Nelson Island School, there are quizzes and life quizzes embedded. On the left is a list of places to click and go into: assignments, reports, Q&A; shared resources, members, settings.
Further, the other teacher in our group created a PLIX Series for Physical Science and Chemistry. I want to explore PLIX more, as I noticed that it is not just for Science.
The page with example concept maps for both math and science drew my interest, since during my Reading Specialist program, there was a lot of emphasis for students to visually see how main concepts/vocabulary words relate to subconcepts and vocabulary words.
Also, it looks like the separated Nearpod Lesson program (where some lessons may need to be purchased) may be embedded within the class creation.
So between the constructing a powerpoint with a small group about an open education site where I draw from others, and they in turn can use my flex book that I created from that; while researching and discussing gamer types with peers in class; this was a productive week for me.
Replies to peers in class:
I think that if our class has an overall game design, patterns of relationships would arise. This would make good discussion as a class about what is happening; what is working and what needs to change. It also seems like a good idea to have gamers of like interests get together for specific planning as the need arises. Maybe, for example, socializers could collaborate on how to draw in people who seem to want to socialize, but do not know how to break into a group who is already tied together; or how to help those who socialize ‘without rules or values.’ Overall, it seems like dividing groups that are well balanced for different purposes would help students gain perspective from the point of view of others. A teacher can create their own assignments out of ready made materials; attach multiple resources into a lesson; and view the latest practice and quiz scores.
That is a good point; seeing ourselves in a gamer type test, versus seeing ourselves as others see us! We may agree or not, or partially agree, but either way it is worth listening to.
I really like the Image of Bartle’s Player Type that you found.
I know that a large part of my personality is to explore the details. I ended up being Ace (achiever) on Bartle’s test, but I know I am also strong in being one who explores for details.
Thinking of multiple modalities when writing lesson plans compared with designing virtual worlds that considers a variety of personalities and interests is an analogy I had not thought of. I agree that there is overlap in player characteristics between player types.
Grouping students by answering questions sounds like a good way to design game learning in the classroom. I wonder if students could asked to answer gaming questions and along with everyday life questions in order to compare socializing in both virtual and real world environments: or achieving goals, grades and awards carries over as much from one environment to the next, would be a good way to get a truer snapshot from students. Some questions could allow space for them to provide examples from their virtual and real world environments.
There may also be students who are not gamers, who would not know how to answer the questions if there is not a variety of ways to describe themselves as interacting preferences.
I think that looking at motivation, behavior and preferences in some detail could help us set up our gaming environment better than it would otherwise be. As I think about Dixon’s statement, my mind goes toward using these three categories with a list of examples under each, then using these as a type of check list for students to think about as they consider what motivates them to play, etc.
Exploring side quests sounds like fun to me. I’m sure there are many who would either join me in exploring, or leave me behind to socialize, conquer or achieve.
It makes sense that if you love being outdoors and traveling that being an explorer type in a game would be the connection between your real life and gaming life. Sometimes the player can freely explore when it is not possible to explore away from home; such as when our schedules get busy and there is little time off. So exploring in a game can be an outlet; this would hold true for our students as well.
The graphic image you provided, along with your description of the axis, is very helpful for me.
Your scavenger hunts and treasure maps, sound like a lot of fun for your students.
Focusing on achievers, socialites and explorers seems to me to be a positive focus for classroom activities. I like to think of the killer as a risk taker instead; especially for in class gaming.
I think achievers would do well to stretch their focus over into the explorer and socializer realms as well. Maybe a game could be designed for achievers who like to collect to have a reason for those items to benefit the group, rather than just collecting to gain the most of anything (points, levels up, graphic embellishments).
It is so true that educators have been seeking to teach to a variety of learning modalities for years. I think the biggest change came when Public Law 94-142 was enacted in 1976, stating that we could not just push students out of school for having serious learning challenges. This stretched to the students who have a variety of different learning needs. Then we included the gifted and talented. I think now we are actually at a point where we can get past much of the wording/labeling and just plan for students. The biggest hang-up, in my view, seems to be the issue of how to grade students who are included with the class; yet. at the same time, cannot reach the goals at the same level as many of their peers. Gaming environments allow for all to succeed and be a part of the whole environment.
Gerald’s Response to my post:
unicyclepro says: .comment-author .vcard October 15, 2016 at 5:23 pm (Edit) .comment-meta .commentmetadata I found the same kind of results in terms of classifications for players. Bartle may have started it initially, but others have put in their “2-cents” worth since then. I commented on Sara’s blog that I think these player types are just real people’s profiles in “life.” Your results seem balanced between the four types. I was not this way. I was a little sad to discover that my score for socializing was the lowest in two tests I took, not just low, really low. A little ironic, I think, since I’m a teacher, but I think I prefer single player games and doing things solo, so it makes sense. Your blog for this week is very comprehensive. I didn’t think I did justice to the topic in mine, and it was long too! Nice job. It’s really important to realize the different player types in multi-player games to develop great games. Reply
My reply to his response:
Thank you for your compliments; and for sharing! I know that my blogs get too long. I tried to add in more images like from YouTube and a table graph to balance it out. I found this topic interesting, especially when I read from LeBlanc’s Taxonomy of Game Pleasures, in Schelle. Maybe since you are a teacher, that solo time is treasured even more. Once I get into table games with friends, I break out of the desire to be left to our (husband and I) own private world after school actually grows and I have a good time. Not socializing for me has a lot to do with self-confidence and trying to figure out how to associate with different personality types.
My reply to Gerald on his blog post:
Nice summary of Bartle’s 4 player types. On the test, I was, in my opinion, too much of an achiever. I thought it was because I am a product of my era of education (I’m a Late Baby Boomer), but then I have heard peers in this program who are likely in their late 20’s and early 30’s talk about being achievement oriented. Maybe a testimony to “it’s time to make changes in education!”
That is awesome that you came out high in the Explorer range—consistent in two tests! I have not played in video games as much as you have (I am assuming you are a gamer), but I do plan to spend a lot of time gaming once I am finished with coursework. Besides wanting to learn more as an educator, what a great way to relate better to our 7 to 13 year old grandkids at home, and learn directly from them how they respond and the types of games they like to play.
I would like to game with my husband, but not in a competitive game J
I really like the environmental aspects of a game as well: the wind, weather, etc., that you brought out. As I read, I was there—like the survival mode of Minecraft.