Week Eight by Aleta May
Essential Question: Which aspects of story and game mechanics will be useful in your class and how might you use them?
I am hoping that you can double click on the Word or PDF version below it to download the chart I made from Arnab et al., 2015.
Above is a Learning Mechanics and Game Mechanics (LM-GM) Map that I read and charted from the article’s chart. Since “one of the biggest issues with educational games to date is the inadequate integration of educational and game design principles” (Arnab, Lim, Carvalho, et al., 2015, p. 392); it is vital that we look at the relationship between the two areas. The map is an. tool that helps teachers and others who design games to see how various mechanics relate to each other. There is no one certain method to mapping the two sides of the map, but the divided picture helps us to see what mechanics we may need to consider connecting when we develop serious games that are meant for instructional design.
As a reminder of what gamifying the classroom is, I have added in a definition that is cumulative:
“Gamification is the process of using game thinking and game mechanics to solve problems and engage users.
In order to be classified as gamification an entire unit or classroom must use gaming techniques” Bruder, P., (2015). http://leveluptechquest.wikispaces.com/Graphics
“Serious games” is a term that has the goal of teaching something to students. “Gaming principles” apply some game elements to that which may not be a game. However, “serious games” has a goal to teach something to players / students. “Gamification” joins the principles together.
To me, this quest to learn at is the principle of Gamification:
I begin with the idea for my own gamifying for students, that I enrich their reading experiences as much as possible, in order to gain their attention, and deep engagement into the novel. I have used the framework from Matera’s book to help me think through how I could use two different “sailboat” novels in a gamified classroom setting.
Setting the Course from Explore Like a Pirate: Engage, Enrich and Elevate Your learners by Michael Matera—
Can be Treasure Island by Robert Louis Stevenson or Voyage of the Frog by Gary Paulsen
Theme, Setting, Characters, and Action
Theme—“Theme is the frame of your story . . . around an existing unit or provide an alternative environment” (Matera, p. 70, 2015).
Once the theme is in place, the other components of the gamified class experience are set in place.
Setting—“. . . a big picture view as vast as the ocean” (Matera, p. 71). The specific tangible elements and details outfit the setting .
Characters—“Characters drive the game. They are what your students become—the heroes they cheer on and the villains from which they run” (Matera, p. 72).
Action—“. . . challenges, conflicts, action, “two different timelines” beginning with “quick challenges that help our adventures feel successful” (Matera, p. 73).
Setting The Course
After being asked to take his uncle’s ashes to the sea, inexperienced David faces an unexpected and very bad storm.
Route One: Theme
Survival on the open sea in a sailboat.
Route Two: Setting
Route Three: Character
Sailboat captain / Uncle who had died. Then Fourteen-year-old David Alspeth grew up a lot during the situation he found himself in.
Route Four: Action
Kahoot.it vocabulary practice for The Voyage of the Frog and
Treasure Island to build an understanding of sailboat and sailing terms.
Game–Master of the Secret Sea
In the game narrative, the new sailor does not know where Sunda is (the place they landed) or how to get a job; townhall. Quests could be added in to look these up.
Then the player can set sail. There is a description of how to use the arrow keys to control the ship.
Master of the Secret Sea – Play Master of the Secret Sea Game – Free Online Games, master of the secret sea online game, ship-boat games, online games, flash games, free games
On the Level Up Tech Quest wikispace, I really like some of the ideas (quoted directly below) put forth for how games are useful in teaching our students:
- Authoring Platforms: Game is used to produce an artifact, be it another game, a model, visual text, or written text.
- Simulations: Students use games to test theories about systems and tinker with variables.
- Trigger Systems: Games are used as a jumping point for discussion.
- Technology Gateways: Students use games to familiarize themselves with technology.
- Exemplars of Point of View: Games allow students to take on different identities.
- Documentary: Students use games to document their learning process and reflect on it.
- Research Assignments: Students design games themselves and in doing so, research the subject matter of the game.
Farber, M. (2016), makes a good point that to me relates to first, sixth and seventh points above: “Similar to project-based learning, game-based learning puts students in authentic situations that require them to think critically about problems” (p. 37). Also, writing is tied into play when students take “field journal notes, written from the point of view of the roles they chose” (Farber, p. 41).
Another link I found in Bruder’s article (2015), is by Liz Dwyer. One link leads to how a teacher from Atlanta uses Angry Birds for physics lessons. Another link shows how using World of Warcraft can be used for Beowolf and J.R.R. Tolkien’s The Hobbit. http://wowinschool.pbworks.com/w/page/5268731/FrontPage
(Dec. 7, 2011 by Liz Dwyer).
Tutorial instructions include buttons and leads to how the game is played—
Controlling Ship — Trading Tutorial (ship dock, market, tavern, townhall, ship yard, status, game menu: Trading is difficult and you have to know what to buy and where to sell some goods)
This game could easily be tied to side quests and writing assignments. Since the students I work with change according to student needs, the vision of principals new to our school, and district needs, I do not always teach the same topic, age level, or student with different needs. As of this new quarter, however, it looks like I will be teaching using a novel and within a month be organizing, setting up and possibly teaching a station rotation reading model. My principal also envisions my motivating middle students to desire to learn technology skills, specifically tied someway to the STEM program. My writing in this week’s blog reflects that.
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., Freitas, S. (de), Louchart, S., Suttie, N., Berta, R., & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391-411.
Bruder, P., (2015). Game on: Gamification in the Classroom, p. 56-60). www.eddigest.com
Game–Master of the Secret Sea http://www.microoyun.com/games/play/master-of-the-secret-sea
Garber, Matthew (2016). Gamify your classroom: How a middle school unit on the Columbian Exchange has led a social studies teacher to design and use cooperative tabletop games to deliver instruction and engage students. NJEA Review.
Links referred to in this article:
Matera, M. (2015). Setting the Course from Explore Like a Pirate: Engage, Enrich and Elevate Your learners. San Diego, CA: Dave Burgess Consulting, Inc.
Paulsen, G. (1989). Voyage of the Frog. New York, NY: Bantam Doubleday Dell Publishing Group, Inc.
Image of Sailboat in the Open Sea: http://www.bing.com/images/search?q=voyage+of+the+frog+paulsen+survival+on+the+sea&view=detailv2&&id=F9800F742C00BD1B996CCCA465DEAB9CD5C61B29&selectedIndex=0&ccid=lthc5nwm&simid=608022711538814056&thid=OIP.M96d85ce67c26163053fedbff668b79afo0&ajaxhist=0
Compass Rose–Bing Image