Week 6

I had a lot of fun with this week’s project.   I went through a lot of projects and looked at a lot of script.  Originally I tried to write my own script but I got stuck because it was a lot more difficult then I was ready for.  In the end decided to remix someone else’s.  I found one I liked, Intro to Gaia, and went from there.  I chose this project because I liked the idea of incorporating different pictures that inspire me.   Without much thought I knew I wanted to include my family, my dog, and my career.  In the end I am very proud of my project.  I have already shown it to my boyfriend and parents.  I also plan to share it with some friends.  In the past I haven’t considered myself to be technologically savvy but maybe I should give myself more credit.  J

Here is my About Me!

 

Double Entry Journal #5

I enjoyed this week’s article.  I was never a fan of social studies and found it a boring subject.  The idea of playing a game to learn the content of United States history is very interested.  I can pretty much guarantee students would prefer to play a video game to learn history versus reading a text.  I chose the following quote:

“Approaches to the use of games in education might also be thought of in terms of how the gameplay interacts with specific content learning goals. While some argue that playing games enables learning in academic content areas (Hutchinson, 2007a), other approaches suggest that learning to play a game is equally or even more important” (Lee and Probert, 2010).

I chose this quote because it discusses interactive games being centered around specific content learning goals.  As teachers we know the importance of teaching specific content.  We have guidelines, CSO, that we must follow so a video game that incorporates those guidelines while getting our students attention is a great idea.  I know I would have enjoyed learning US history by playing an interactive game.

The accompanying article I chose is from the charlotteobserver.com.  The article supports and encourages the use of video games in the classroom.  It tells the story of specific encounters that lead to the person’s support of video games.  It also discusses a few specific games including games with specific goals, Angry Algebra.  As it says in the article, “We’ve come a long way since ‘Pac-man.’” 

References:

Lee, J. K., & Probert, J. (2010). Civilization III and Whole-Class Play in High School Social Studies. Journal of Social Studies Research, 33(1), 1-28.

Helms, A.D. (2013). Education and Video Games are No Longer Enemies. Charlotte Observer.com < http://www.charlotteobserver.com/2013/01/07/3768358/education-and-video-games-are.html>

Week 5

I have both enjoyed and been frustrated with Scratch.  It can be difficulty to navigate, but once I got the hang of it, I seemed to do well.  I enjoyed the tutorial and created this animation.

Next I completed the Scratch Cards.  Here is the card sequence. 

I still am not sure what I want to do for the game I create.  I have been trying a lot of different games on Scratch.  There are so many options and a lot of really neat games already created.  I know the game will be chemistry oriented but that leaves a lot of options.  It would be fun to create some sort of chemistry lab or experiment game. 

 I also like the score counter idea from the Scratch cards.  I may try to incorporate it into my game. 

Double Entry Journal 4

“Video games are a legitimate medium of expression.  They recruit important digital literacy practices” (Steinkuehler, 2010).

            I selected the above quote because I strongly agree with it.  Video games are a way for the player to express themselves.  This is especially true in a virtual world or game that allows the player to create their character.  As a player creates their avatar or character they are putting part of themselves into that character.  They have a say on the characters hair, cloths, face, etc. 

            I learned a lot about digital literacy in a previous class, as with this class, my opinions changed based on the readings from the class.  At the beginning of the class I did not consider myself an avid digital learner but once I truly learned what digital learning was I found I was more literate than I originally thought.  Video games are a major part of digital literacy because as you play the game you are interacting by choosing your character, reading about the game, learning to play, and communicating with other players. 

            Upon searching video games and digital literacy, I ran across the following blog/article.  I chose the article because it is about gaming becoming a part of literacy.  This is very true when you consider the definition of digital literacy.  I enjoyed the article because it focuses on different aspects of video games It also has a section about video games and kids. 

References:

Levassur, A. (2011, Oct. 17). Is Gaming the New Essential Literacy? [MindShift Blog]. Retrieved from http://blogs.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/

Steinkuehler, C. (2010). Digital Literacies. Journal Of Adolescent & Adult Literacy, 54(1), 61 63. doi:10.1598/JAAL.54.1.7

Double Entry Journal #3

I chose the following quote:
 “Children today grow up in an exciting and changing world of communication and media.  Television, digital technology, the Internet, video games, mobile phones, and personal desktop and wireless devices create novel ways for children to play, express themselves, learn, communicate, and explore texts, ideas, and identities” (Barab et al., 2005).

I decided on this particular quote because I completely agree with it.  Children today grow up with a massive amount of technology.  There are so many new and different things for children to play and learn with.  It amazes me to see my friend’s two-year-old playing matching and coloring games on her IPad.  He actually goes to his Mom and asks to play the shape game.  I have another friend with a four and five-year old who both have their own IPods.  At first I thought this was crazy but I have watched the girls play and realize they are learning while playing.  Since the start of this class I have started viewing video games in new ways, I now see their importance in moderation. 

The following is an article from PBS Parents.  It is about children and media specifically video games and preschoolers.  The article is titled Video Games:Preschoolers.  This article lists 5 ways to make the most of digital games and 4 game qualities that benefit children’s development.  I found it very interesting and thought it was fitting for this class.   

References:

• Barab, S., Thomas, M., Dodge, T., Carteaux, R., and Tuzun, H. (2005). Making Learning Fun: Quest Atlantis, A Game Without Guns. Educational Technology, Research and Development; 53, 1. 86.
• PBS. org Video Games: Preschoolers. Retrieved from:             http://www.pbs.org/parents/childrenandmedia/videogames-preschool.html.

Scratch

I love chemistry and am such a nerd when it comes to chemsitry and games.  I started this assignment by simply searching Scratch for "chemistry games."  There were a few of them (many of which I played) but I decided on one that involved making molecules.  The game is fun and involves the students using their chemistry knowledge to play.  This would be fitting for the high school chemistry classroom.  I don't currently have the resources to let my students play but hopefully one day I will.

The game can be found here.

Week 3 Post 4

How week 3 altered my opinions

After week 3 my opinions have been slightly altered yet again.  My opinions have slowly changed since the start of this class.  The more I learn in this class the more I feel video games are important in moderation.

Video first, Your Brain on Video Games, helped me realize things I had never thought of.  For example action video games help improve the player’s eyesight.  This makes sense because they are spending so much time looking at the screen watching for small changes or shadows.  The fact that action game players have better attention also surprised me at first but after thinking about it I guess it makes sense. 

The second video, Are Video Games Making Kids Smarter, did have as many shocking facts.  But again it has shown me how video games sometimes increase teen’s social activities.  I guess playing online and chatting while you do it is helping social skills.  Actually seeing the numbers of children that play video games were a little shocking.    

The presentation did not hold my attention as well as the videos of the actual speakers.  I think that shows interaction is better.  The presentation did not impact me as much as the videos.  I had not really considered civics when I was thinking about video games.  I am not sure about this one so I will have to do some more research. 

Teens, Games and Civics

Teens, Games and Civics

3 things I learned:

1.      I knew teens played a lot of video games but I had no idea how many varieties.  80% of teens play five or more different game genres, and 40% play eight or more types of games. 

2.      I was surprised to learn the majority of most popular games are not violent. 
3.      I am not sure how I feel about the next thing I learned, “Teens who play games with others in the room exhibit more civic participation.”

 2 things I agree with:

1.      I agree and was not shocked to learn that the industry rating system does not always work.  32% of gaming teens report that at least one of their favorite games is rated mature or adults only. 

2.      I agree that there are many genres of games that are more broadly popular than others, some of which lead themselves to group play. 

 1 question you have

1.      I am not sure my question is a question, but why don’t parents pay more attention to what their children are doing?  I myself don’t have children but when I watch my cousins or friends children I always know what they are watching and/or playing. 

Are Video Games Making Kids Smarter?

Are Video Games Making Kids Smarter?

3 things I learned:

1.      I had never heard of the Flynn affect which is the pattern that human intelligence is actually raising over time.  Peoples IQ’s are rising. 

2.      I was very shocked by the following fact: “50% of all innovation, and 70% of Global 2000’s apps will be gamified by 2015” - Gartner

3.      I learned and agree with the statement get out and go play.  Parent should play with their kids and if it’s video games they choose then parents need to learn the game too. 

2 things I agree with:

1.      I agree that games are wired to produce pleasure.  I had never really thought about it like this but once I heard Mr. Zichermann said it I really feel it makes sense.  Games are produced to make people happy.

2.      I agree that a game based curriculum could be useful.  I feel games are good in moderation.  Students feel games are fun therefore educational games are fun too.   

1 question you have

1.      If gaming is so educational why are we not using it more in the classrooms?  I remember playing math games in elementary but do that do that anymore? 

Your Brain on Video Games

Your Brain on Video Games

3 things I learned:

1.      An action gamer’s vision is better than a non-action gamer’s vision à better at resolving small detail in clutter and resolving different levels of gray

2.      Action video games can increase processing skills (attention)
3.      During her research she can force someone to play an action game and increase their vision

2 things I agree with:

1.      Not all media is created equal

2.      Action game players have better attention for example ability to track objects all around them

1 question I have:

1.      Has the point where action gaming becomes too much been found or studied?  When is enough enough?

Double Entry Journal 2

Once again the assigned article has opened my eyes to new ways of thinking about gaming.  I had never considered many of the principles.  After reading the article it was much easier to relate the principles to Gardens of Time and other games I have played.  This is a different way to compare video games and their content. 

I would have to say Gardens of Time is an interactive game.  If the player isn’t actively completing the quests and searching for the hidden items then they will not get anywhere on the game.  The point is to find the hidden objects.  This leads to completion of the quests along with some minor decorating.  Gardens of Time also requires interaction with other people who play the game.  This is important for completing some of the quests such as visiting neighbors and building the Wonders.

The principle of risk taking is loosely found in Gardens of Times.  The player has the ability to replay scenes as long as they have energy.  This allows them to take risks by using the clues.  Then the next time they play the scene they don’t need the clues because they already know where the hidden objects are.

Gardens of Time also demonstrated well-order problems.  Each new quest builds off of a previous one.  For example one of the first quests is to visit Lulu.  She is the neighbor all players have in common.  This character was created by the inventors in order to demonstrate the helpfulness of having neighbors in the game.  The neighbors can be used for several things including collecting gifts, sending energy, and helping build Wonders.  The next quest in the series could be visiting five neighbors and collecting rewards.

Challenge and consolidation is also one of the principles this game incorporates.  Chapter 1 starts with less difficult searches.  The number of items you must find and the difficulty of finding the items increase with every story and chapter.  The player must master one story in order to reach the next and continue to the next chapter.  Each search is a little more difficult and must be played several times in order to receive the stars required to help the player move on and complete more quests. 

The “Just in Time” and “On Demand” principles are also found in Gardens of Time.  Each time a new quest, chapter, or story is unlocked the player is given a little more information they will need.  For example in Gardens of Time as the first few stories are unlocked a different in-game character is revealed.  This allows the player to slowly learn about the game and its characters.  These characters help throughout the quests and stories.  They are intended to help the player become more familiar with the background story the game presents. 

The principle of “explore, think laterally, rethink goals” defiantly applies to Gardens of Time.  In order to get higher scores and unlock new chapters the player must master the chapters that are available.  This is done by playing the chapter over and over.  The more you repeat a chapter the better you become at finding the hidden clues which leads to higher scores.  Higher scores lead to completing and unlocking new quests.  The entire process allows the player to explore and think before heading to a new chapter.