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For my final project, I decided to create a game based on an idea that one of my Spanish teachers gave me. My game is also influenced by the Galactic Mappers game. I thought this game was genius and I would love to see it implemented in a Social Studies classroom in my school.
The Spanish teacher that approached me wanted help integrating technology into her Spanish-Speaking Country project idea. She was going to have her kids research real Spanish-Speaking countries, then they would create their own Spanish-Speaking country with aspects of real Spanish-Speaking countries they liked. When she approached me with this idea, I had just watched this clip on Galactic Mappers and I thought I could mod the game for her needs.
I ended up coming up with the My Country Game. Please post better ideas for the game title in the comments. This game could be easily modified for any Foreign language but it would also be fun to play in a social studies class. The game is basically an interactive Google site, where kids develop their country and it’s story, laws, map, flag, etc. The students would interact with each other by visiting (commenting) other students country pages. Students would also have to incorporate their cards into their county’s story. Students would get points by incorporating story cards into the story of their country. The teacher could also give out extra points for creativity and interaction with other countries.
I think it would be interesting to show the kids the rules of the game first and see if they could propose any improvements to game play.
I plan to show this game to the Spanish teacher that gave me the idea, and hopefully the students will be able to play it soon. If other teachers want to use this game, just use this template.
To continue what I’ve learned about Gamification and Game-Based Learning, I plan to implement playing Dragon Box + with the 6th grade math classes before they are formally introduced to algebra. I think this will help them understand the rules of algebra. I also would like to set up Minecraft Edu soon and see if I can incorporate Minecraft into a middle school Social Studies or Science class. I still have a lot to learn about setting this up. Let me know if you have any recommendation of how I should get started with it.
I was intrigued as I started the game and maybe also a bit confused. The graphics were great but I didn’t get to experience any of the zombie killing I expected. When it came to the cell replication, my face clearly showed that I was confused about what I was doing. If I played a little longer I think it would have become more clear. It felt like I had learned about this cell reproduction process long ago in science class, but the specifics weren’t there anymore. I’m sure this would help students with the scientific processes it was trying to emulate, especially if they had some background information. Looking at my face in the video was painful. What a grimace! It’s worse then my mirror face, I think they call it duck face now a days… My husband always teases me about that. He would tease me more if he saw these clips.
The second game I tried was CommonSense Media’s Digital Compass. As I was preparing for our school’s Digital Literacy week I came across this game and decided to see if it would be good to play in advisory classes. I felt much better playing this game and I think my face shows that. I could follow the storyline and was not confused. I also found something that I could use immediately with my advisory students. I shared this resource out to the Middle School and I think several teachers went through the game with their advisory students to introduce the Digital Citizenship unit.
Introducing the Digital Compass game to my advisory kids revealed one of the hidden treasures of game based learning; increased motivation. Digital Citizenship might have not been such a hot topic in today’s class if I didn’t present it through this game. The students were so jazzed about it that they even asked for the URL so they could play at home. Games can turn seemingly dry material into the most interesting subject ever. Kids sometimes don’t even realize they are learning. This happened last week when I had a group demo Dragon Box + for their math class. The kids have come back to ask me several times when the follow up lesson will be so they can show their classmates how to play.
Another hidden gem was illuminated in this movie…
-alternative, embedded assessment. I really believe this is the best way to assess the students. Observations, rubrics and questioning during game-based activities can give you a great feel of where of how well the students are really understanding the learning objectives. I loved the Galactic Continents game. I think I’m going to “mod” it for a French teacher that wants kids to create their own French speaking country after researching the existing ones. Instead of land mass and ocean cards, I could make restaurant and monument cards…
In the feedback for this Gamification course, Robert asked me if I planned to challenge the rules in the library about no gaming. This question really connected me with the CQ Researcher article that was about librarians having video game sessions to attract students that would normally not frequent the library.
In the article, one student said,
“If it wasn’t for the gaming stuff dragging me in that first time, I would have gone maybe once in the past two years,” says Ian Melcher, 17, a gamer in Ann Arbor, Mich.,
I felt compelled to share this article with our librarian, my close work buddy. Having video games for check out! What a great idea!
As I approach the end of class I am thinking about doing my final project on the follow up lesson for Dragon Box + with the 6th grade Math students. Unfortunately, I won’t get to implement the lesson until after the class ends. But, I’ll be nice to have something planned out that I can jump right into when we come back from break.
My idea is to have the students try out the game for a certain amount over two weeks. After they are familiar with the game and the rules, I plan to give them screenshots of the game with blanks where the picture cards (numbers) are supposed to go. Using what they know of the game rules, I want to see if they can do these algebraic questions. I’m interested to see if playing the game leads to faster understanding of algebra in the 6th grade.
A couple of days ago I had one of my 6th grade teachers express interest in using iPad games to motivate her students in math. They are just starting algebra so I immediately thought of the game dragon box +. It’s a super cute game with levels that progressively get more difficult. What I also love about this game is that it introduces new rules every couple levels. The kids don’t know this when they start but these rules are the rules of Algebra.
I remember when I found this game a couple years ago. I decided to give it a try while I was waiting to renew my Indian visa in the Chennai Foreign Residents Registry Office (FRRO), probably the worst administrative office that has ever existed. It usually was at least a 2 hour non air-conditioned wait in a very cramped room with no semblance of any sort of order. Anyways, I played the game all the way through during my 2 hours wait and it was great. I think it helped me better understand some algebraic concepts and I could definately see how kids would be motivated to play. It had all the good aspects of a game that were discussed in the last module. It was challenging but not too challenging, it rewarded you with passing levels, kind of like angry birds and it introduced new rules slowly.
I tried it with a class the next week and it was a hit. After they completed all the levels, I made them reflect and draw conclusions between the game and the algebraic rules they were learning. Though not all of them became algebraic geniuses from playing the game, they told me that they had fun and that it helped with their understanding.
The 6th grade class that I want to try this out with was not quite ready yet. I asked the teacher to have 4 or 5 students that were ahead of things in their math work to come test the game out. I really didn’t give much instruction because the game tells the students the rules as the levels progress. I simply asked them to work together to understand the game, because they would be the ones helping their classmates understand the rules in a few weeks time.
They had a blast working together. I actually left them alone for a while to go through the levels by themselves. When I returned they understood the game but we’re stuck on a challenging level. I asked them if they knew what this game was helping them understand. One student said fractions, another said it was math and they last one said, “hey, is this algebra? They all agreed not to tell their other classmates that this was a math game and they were all confident that they could explain the basic rules (which are basically the rules of algebra). I think my exploration into game-based learning went well. I’m excited to see how the activity goes in a whole class session.
Game-Based Learning is an exciting trend in Education, but what makes a game worth playing in the classroom. Not all games are created equal; actually many educational games tend to be pretty boring. I am reminded of the many hours I played my Nintendo game console as a child. Several games I only played a handful of times, but games like Mario Brother’s and Zelda made my thumbs calloused. What makes these and other popular games so good? And are there applications for these good games in education?
As I was going through this week’s material and the idea that video games could have a potential to prepare students better for 21st century than some traditional content focused teaching methods really got me thinking. In the article “Does Playing World of Goo Facilitate Learning?”, I found myself agreeing with the scholars that are arguing that “current schools in the United States do not adequately prepare kids for success in the 21st century.” And that “learning in school is still heavily geared toward the acquisition of content, with instruction too often abstract and decontextualized, and thus not suitable for this age of complexity and interconnectedness (Shute, 2007)
After reading the article, I decided to download World of Goo to my iPad and have a go at it. I loved it! It definitely got me problem solving and thinking about making the smartest construction. I really enjoyed how they changed it up every couple of levels and introduced new things. It reminded me of the game Simple Physics but also Angry Birds.
There are certain things that all great games have in common. “Some of these features include interactivity, immediate and ongoing feedback, adaptive levels of challenge, and complex problems with specific goals (Gee, 2003; Shute & Torres, in press).” All these things make me think of the aspects of a what is supposed to be happening in the classroom. Maybe instead of banning gaming in school, we should just let the students play.
Another game we were asked to check out was Temple Run. I remember deleting this game off of school iPads multiple times, just to see it reappear. Though I didn’t get the same mental stimulus playing this game as I did from World of Goo, I guess I did do some problem solving as I attempted to figure out the rules. The problem that I faced was I just wasn’t quick enough to get very far at all before I decided to give up. I could see how this game could be additive to some.
One really awesome thing that games make us do when we attempt to figure them out, is they let us fail. We are supposed to fail as we problem solve our way through the puzzle of playing it. This is something that is still not encouraged in the classroom. There is still the feeling in classrooms that you must get everything correct; but this is really not the way you learn. The more that I think about it, the more I come to the conclusion that education should be more game-like.
Well-designed games thus have the potential to elicit active and critical thinking and learning skills (e.g., Gee, 2003; Shute et al., in press; Shute, Ventura, Bauer, & Zapata-Rivera, 2009).
After delving into World of Goo, I was curious about the research that was conducted. Was is actually educational? They found “that simply playing the game (and even winning the level) does not automatically translate into learning valuable knowledge and skills, especially to the degree, or of the kind, that can be transferred outside of the game setting.” What if you combined game play with an actual physics lesson that explored building structures? I think it would be interesting to see if the students understood the concepts better after playing the game. James Paul Gee in his video Learning with Video Games says that “we’ve handed kids all the manuals without the games,” when he’s talking about education today. By playing games though, the complex and confusing manuals became clear.
Minecraft is another phenomenon that has swept the education world by storm. For the past several years, it’s been the game to play for middle school students. And many of them have used in in class to create amazing projects. I really enjoyed watching the movie of the history of Mojang. Minecraft is so successful because it’s simple enough to understand and start playing, it’s social and it allows you to be extremely creative. I badly want to learn more about it and how to best implement it in the classroom. The article on the Minecraft digestive system was great. There are so many applications for it in the classroom. Hopefully one of my teachers will volunteer to try a project out with Minecraft EDU soon.
No Games Allowed
I work in the middle school library and today I’m sitting here checking out these great games for module two. The thing is that playing games on your computer is not allowed in the library for students. I’m new here, so this is a rule that was established before me. But, I understand the rationale. At my old school, students were allowed to play games in the library during breaks and it became quite a popular place. Here they want the middle schoolers to go outside during their free time instead of getting more screen time.
Not all Games are created Equally
Some of the middle schoolers in here are giving me confused looks as I attempt to play these games. I wonder if we should re-evaluate the no gaming rule in here. From what I am reading, research indicates that the way video games interact with the brain is actually making it stronger. In Judy Willis’s Article, A Neurologist Makes the Case for the Video Game Model as a Learning Tool, she suggests that education should borrow the video game model for students to achieve “their highest academic, social, and emotional potentials.” But Willis is also talking about Gamification of the classroom and not just kids playing random online games. When we allow kids play online games, their pick of games is sometimes less than ideal.
not all students respond to game-based learning in the same way
In Kurt Squire’s article “Changing The Game: What Happens When Video Games Enter the Classroom?,” he talks about the complex game Civilization III that is used to teach history. Though I’m sure it’s a wonderful game for some, he says it’s too complex for most students. He says, “The variance in players’ reactions suggests that games are not a silver bullet for education, in part because they will never appeal to all learners, but also because they alone will not likely change learners attitudes and values toward schooling.” I think finding the right game with the appropriate challenge level for most student for the learning outcome you want is a challenging task. And for teachers that may not be video game savvy, this might be an almost impossible.
what can education learn from the video game model
But even if you are not up to date with all the new games out there, you can still use the video game model to motivate your students to complete creative projects and reach individual learning goals. Willis notes in her article that “Classroom instruction that provides opportunities for incremental progress feedback at students’ achievable challenge levels pays off with increased focus, resilience, and willingness to revise and persevere toward achievement of goals.” By reading the Article Boss Level, this is apparent as you see students challenging themselves with a complex design task to take part in a Rube Goldberg competition. Last year I helped out with a STEM Festival that required students to complete similar challenges. I now I realize, because they had to reach certain goals, and they received almost constant feedback from their teachers while designing and building that this project would probably be considered gamification of instruction.
So back to my point about kids not selecting games that may be improving their brain function. I don’t see kids getting in trouble in the library for playing games like Fantastic Contraption, a game that actually made me problem solve, but was well enough explained that I didn’t give up right away.
Most of the games that I see kids playing in middle school are shooting games or minecraft. Though I see little benefit from the shooting games, it always hurts me to fault students for playing minecraft because it’s such a creative game. Maybe only certain games should be allowed in the library at certain times. I do think the creativity, strategy and problem solving needed to play minecraft is beneficial for student’s brains. It may even give students skills that are coveted by today’s business world. Squire’s comment, “Ironically, the skills required by the game curriculum—problem identification, hypothesis testing, analysis, interpretation, and strategic thinking more closely align with the new economy than does the “factory” model of curriculum, which privileges following directions, mastering pre-defined objectives, performance on highly structured tasks, and intellectual obedience (Gee, Hull, and Lankshear 1996).” really resounded with me.
As game-based learning and gamification becomes more commonplace in education, I think we will see teachers that actually specialize in this type of teaching.
Portal – an example of a game that just didn’t do it for me
Ok, it’s time for me to get back in gear and start blogging. What better way than to jump right in with some posts on Game Based Learning and Gamification for my Eduro Gamification course.
When I signed up for this course, I had the idea that Gameification was the use of games in the classroom to promote learning and make it more fun. But I was wrong. Using games to learn things like problem solving and strategy and content has it’s own term, Game-Based learning. And Gamification is more a way of running your classroom in a game-like way.
Last year, one of my middle school teachers did her COETAIL course 5 on Gamification and turned her French class into a game. Here is her Course 5 COETAIL blog post that described what she did. From what I remember, her students really enjoyed earning points towards their French grade. When Hannah was doing this in her class, I knew it was called Gamefication but I didn’t really distinguish in my brain that this was different than just using games. As a tech coach, I’m glad I am finally understanding the meaning of Gamification and the difference between it and Game-Based learning.
I enjoyed reading Vicki Davis’ Post :
It not only clarified the difference between gamification and game-based learning but also gave me some great resources that I plan to share with my teachers.
And one of her typing game links lead my to this page with tons of typing games.
Using Games in the classroom can be an amazing tool for motivating students and keeping them in the “Primary learning zone.” In the Game Based Learning in Education report, I agreed strongly with the statement that,
“Games can provide a greater amount of quality formative feedback than a traditional classroom. Instead of weekly classroom quizzes, games provide constant feedback in order to keep students in their primary learning zone, thereby leading to better engagement, motivation, and flow.”
Also, using games to help student learn allows them to make mistakes without feeling so bad about making those mistakes. Making mistakes is just part of learning how to play a game. However, making too many mistakes on classwork can really effect a student negatively as many students will become discouraged.
“A great thing about gamified instruction is that students make mistakes and are encouraged to learn from mistakes in order to achieve “goals” – Game Based Learning in Education report
I really experienced mistake making when I tried to play Olymic Runner QWOP . You might think this is a silly game but it really requires players to problem solve to find the best way to move the guy. Unfortunately, I did not have enough patience to master this game. Teachers need to think about the difficulty of the game before thinking that all student’s learning will benefit from game play.
Sorry for my silence these couple of weeks. The end of the school year is quickly approaching and things are getting crazy. In just 10 days I will be departing Mother India. It has been so amazing here these last four years; truly life changing. Just reflecting back on all of the wonderful personal and professional experiences I now have under my belt is overwhelming. Just thinking about all I have to do in the next 10 days is also overwhelming but also so exciting.
As the year comes to a conclusion, many of my wonderful Middle School teachers are having their students end the year will pretty cool projects. In 7th grade, Michelle May’s class is completing a collaborative Tiki-Toki timeline that includes inventions from all the periods of history she taught them about. In 6th grade, Rob Martin and Victoria Hall are having their students create iMovie book trailers to encourage their fellow students to read over the summer. And in 8th grade Andrew Ranson is having students delve into the difficult subject of Modern Slavery. His student’s movies (created with tools like Go Animate, WeVideo and iMovie) are extremely moving and I am hoping they share the final product with the world. If we have time, I want to show him how to put the movies into an interactive Google Map.
I work with some amazing teachers and students. Thanks AISC for teaching me SOOOOO Much as a Tech Coach. Great ideas are never a shortage here and I will miss working with all of you.
Last year for the Middle School Art show, students made their artwork come alive with the Morfo App and Aurasma. This year we are going to do it again. However, instead of the teacher uploading all the Trigger images and Overlays, we are going to have the students do this.
Here is a video tutorial on how to create a Morfo movie with the iPad.
Here is a tutorial on how they will upload a picture and their morfo movie to Aurasma.
Let’s see if my middle schoolers can follow directions.
What were your goals for your lesson/project
- Increasing motivation for students to blog reflectively about their learning in their E-Portfolio by setting up blogging buddies with 6th and 8th graders and involving parents in commenting
- Opening some blogs up to the public to see if that increases motivation
- Promoting our school’s first STEM fest to a global audience
- Using QR codes and google forms to allow students to get instant feedback on their project
ISTE Coach Standards
- Visionary Leadership
- Digital Citizenship
- Digital Age Learning Environments
What tools did you use? Why did you choose this/these tools for this/these task(s)?
- Google Forms
- Google Presentations
- Form Mule Add-On
- Form Publisher Add-On
How did you go about introducing your lesson/project?
I first discussed the blogging buddies and the family commenting initiative in our Middle School Coordination team meeting. The 6th and 8th grade science and math teachers were willing to try blogging buddies with their students and my principal gave me 20 minutes at the next Parent Coffee to address the parents.
Teachers told their 6th and 8th grade students about the Blogging Buddies program. I also emailed them information and links to their buddy’s blog. Teachers also carved out some advisory time for students to work on the Commenting Common Agreements.
How did the students react? Include actual samples of student reflection (video, images, etc)
The responses from messages I sent out to individual students asking if I could share out their Portfolio contained the best reactions. Most students were very happy to share out their work. Here are some excerpts from the email conversations.
- “Thank you for the compliment, and I wouldn’t mind you sharing the project with other people :)” – M. Park
- Hello, Mrs. Laura.
“I’m glad to see this email and I am definitely okay to share my blogs!
Thank you” – S.Park
- “Okay, you can share my blog (thanks for saying it look nice !)” – Alice D.
- “Dear Ms. Laura,
Thank you! Of course you can share my blog and I am exited at the feedback.
Outcome? Did you meet your goals?
My initiatives to increase motivation for students to blog reflectively failed. Not many of the students commented on the blogs of their buddies. Even though kids were paired up with someone who was doing the same STEM project they were; students were not excited to read another student’s blog posts. This might be because they we forced to write the blogs in the first place or that they were not given time to comment in class. Teachers and students seemed really stressed and pressed for time as the STEM fest approached. The last thing they probably were thinking about was to comment on someone else’s blog.
The STEM Festival on the other hand was a huge success and we got the word out to the world using Twitter and Vine. I helped the the whole IT department join Vine and Twitter. I arranged my team around the different STEM stations and instead of recording it live, we took Vine videos and tweeted them out using the #STEM hashtag and mentioning @AISChennai. We then retweeted all these Tweets so they would appear on the AISC Twitter Feed.
The Weebly website I set up got some pretty good traffic the day before the STEM fest. We had a great show of parents to the event and many of them already had their QR code reader downloaded to their Smartphone. I am hoping that this was a result of the website. Here are the stats:
The Family Commenting Initiative is still going on, but looking at the student E-Portfolio blogs, I am not seeing any parent commenting. About 20 parents attended the Parent Coffee where I introduced in initiative and about half of them were Korean parents that had limited English. I will keep sending email reminders using Form Mule but I am not sure that this initiative will be successful.
Evidence of learning
- This is the blogging buddies spreadsheet, click on the blog URLs to get to the student E-Portfolios
What would you do differently next time? What did you learn?
- Start blog commenting initiatives at the beginning of the year
- Get the teachers invested early by giving PD and discussing the vision
- Ask the kids what would motivate them to blog more
- More communication and training about the e-Portfolios for teachers
- Strike a balance between students choice and teacher guidance
How do/did you plan to share this with your colleagues?
I put out a Weekly Middle School Tech bulletin and I will share my Course 5 Final Project video in that. Hopefully, it will create some awareness around the E-Portfolio program and commenting. It’s also live on Youtube and embedded here in my blog.
What was your greatest learning in this course?
I learned that it’s really hard to motivate students to reflect about their learning. We have done E-Portfolio blogs for two years now and we still have so much work to do. The program used to be an artifact portfolio that students and teachers would rush to finish just before three way conferences. We felt that didn’t really match with our mission and where we were going so we changed the format from Google sites to Blogger and changed the focus to reflection instead of projects or artifacts. Teachers and students are still just understanding how these blogs work, how to access them and how to assess them. The expectation is that teachers give students 30 minutes every 8 day rotation to blog; however, this rarely happens. The teachers used to decide what was going in the E-Portfolio and every student used to have the same artifacts. Blog posts are now more varied but teachers are not giving enough guidance to students. Teachers are also rarely reading and commenting on what students write, so they aren’t very motivated to write quality posts (especially since they are not graded on this activity)
This blog commenting initiative mixed in with the STEM fest was my attempt to create more awareness and motivation around this great reflective learning activity we already have in place for every middle schooler. What I learned was that it is very difficult to change behavior and affect motivation especially for an activity that teachers and students don’t see as something essential and beneficial for their learning (they look at it as something extra right now, something they barely have time for.)
Did this implementation meet the definition of Redefinition?
When I Tweeted out the selected E-Portfolio blogs, this was redefinition. This I found was really difficult because not all students are ready for a global audience, especially when they are blogging about their learning challenges and experiences.
The couple students who did get comments from an outside audience were extremely happy. I think they were really proud of their efforts.
- the presenter, not your slides)
- Avoid reading from slides
Credits for COETAIL Course 5 movie clips that were used.
https://www.youtube.com/watch?v=nT2B5yfca0M – Goal Movie
https://youtu.be/-JNFPaJ6kv4 – Social Meida Flutter
https://www.youtube.com/watch?v=iDwRI4LH4_I – global animation
https://growingleaders.com/blog/wp-content/uploads/2010/11/helicopter-parents.jpg – hellecopter parents