Learners’ styles
My student’s styles are a mixture of learning styles, and since I teach adults and college aged students, they would be different than the younger students of today. For the basis of this analysis I will concentrate on the students at the university level, who would be closer to the Accommodators, based on Kolb’s learning theory. Accommodating (doing and feeling) learners react by intuition, not logic. They like to jump in, don’t read instructions, and react with their “gut” rather than thinking things through. The students in this group like fast-paced instruction, get bored easily by too much “talk” and like to keep things moving in the classroom.
Based on Prensky’s list, I’d put these same learners near the left side of the scale. They are used to video games, and interestingly, although they come from many different countries, their experiences in this regard are quite similar. They seem to have this commonality, which makes games teaching especially attractive in my classroom. My own learning style vacillates between the groups, if that’s possible, going from a reflecting mode on the one hand to a reactive mode at other times. Being an older learner myself, I can relate to the slower side of things, but am intrigued and interested in all things electronic.
Analysis of games
Luxor 2 was developed by Big Fish Games, a game developing company that, according to their website, is a global leader in the industry. Very little information on the actual company is available on their website, but the game Luxor 2 is pretty self-explanatory once you open it. Although listed as a puzzle game, the website describes this game as “adventure arcade” and I think this is a more fitting description. There was no real puzzle to figure out. The description given on the website of Luxor 2 was a “Journey through Egypt as you work to thwart Set's diabolical plans.” This, too, is an unrealistic vision of what to expect as you use your mouse to move a gold scarab around the screen as it shoots red, yellow and green balls into a chain of other red, yellow and green balls. By shooting the ball between other balls of the same color you create a chain of 3 balls, which explodes into points. As the balls explode, artefacts fall from the top of the screen and you “catch” them with the scarab, earning points. It is a fast-paced game with several levels.
Garbage Glut was developed, written and designed by Gotham Gazette. It is an interactive game about the disposal of garbage in New York City. This game allows the player to make decisions about how they would dispose of various types of garbage and then gives a score in the end on how these choices impact the environment. There is only one level of play but players’ scores are kept and they can replay making different decisions, with different outcomes by the new choices.
Analysis of Learning Style
Luxor 2 would be the favorite game for Accommodating learners based on the two I’ve chosen to analyze. Luxor 2 is a fast-paced game based on using reactive instinct and no logic. The colors, sounds and action of the game would keep the attention of Accommodators, and I admit, I found it very addicting to play. Although the simplistic nature and overall focus of the game doesn’t lend itself to my teaching, I found it exciting and fun. Actually, I don’t know what skills you would be teaching to use this game, other than colors or motor coordination skills, which don’t come into play for my students. There was no reading, except for a small amount of instruction at the beginning. And since accommodators don’t like to read the instructions anyway, there would be no value for an ESL student.
A better choice for learning ESL would be the Garbage Glut game. Extensive reading was necessary for this game, as well as comprehension of environmental concepts such as recycling and shipping garbage. So, although this would be the better choice academically, the accommodating learner style would not be attracted to this type of game. Perhaps it could be used to strengthen those skills that accommodators lack, such as reflection, thinking about things before reacting, etc. In this way, the students might get a lot out of this type of game, but it might be a struggle to have them sit still and concentrate.
Monday, July 28, 2008
Sunday, July 13, 2008
Simulation Games Analysis
Peacemaker : A brief analysis
Background
Peacemaker was developed by Impact Games in Pennsylvania in 2006. Impact Games is a developer who makes simulation games with current events in mind. According to their website, their aim is to “partner with and enable organizations to change the way people consume information and understand the world around them,” through simulation video games.
Peacemaker seems to follow this line of reasoning. Through choices made, the player not only makes decisions that could impact the peace between Israel and Palestine, but actually chooses to be a leader of one of the countries involved and can choose to take opposing sides in alternate games of play. This allows the player to exhibit higher order cognitive thinking while trying to make decisions favorable to the chosen side, while at the same time remaining positive in the world view.
The general play consists of first choosing to act in the role of the leader of Israel or Palestine. Second, while watching video of actual events that have appeared in the media, the player must make decisions on what action to take. The real events projected onto the screen make the play very lifelike, with the player put very much into the role. Decisions are not easy and each has consequences.
Game Play
My definition of games is “a motivating activity with a purpose, following a set of rules, while having fun.” To fulfill my definition, Peacemaker would have to have a motivating force, something to make players want to continue the game. I see this as possible on different levels. Some learners would want to take control and be motivated to make decisions to find a possible outcome of their own choices. This alone would be motivation for some. Anther type of learner would find the stimulation of trying to force peaceful relations among two countries as a motivator. Still others would need a goal, such as higher playing levels or tougher decisions to keep their interest. Peacemaker meets some of these expectations. While I was playing the game, I became unmotivated. I found the waiting between targets too long and I was uncertain when decision-making was necessary.
As far as a purpose, this was definitely covered. The purpose of the game was clearly stated – to make decisions that met your countries security needs, keeping your country safe, while also trying to make peace with the other country and at the same time maintaining a positive world image. Personally I found it difficult to know what decisions had what outcomes, but my lack of simulation game experience might account for this.
Following a set of rules was present, although, again, I found it difficult to know what all the rules were. In my short play, the demonstration ended after 8 rounds, I was not sure I had the knowledge of all the rules, nor could I find a way to locate them on the screen. Some of the rules seemed confusing, although it would be interesting to see how a learner more familiar with these games would find this.
And finally, fun. The idea of this game was fun. The intellectual pursuit of peace between Israel and Palestine is fun. However, the actual playing of the game left me wondering if I did something wrong and that if I had had more information it might have been more interesting.
I chose Convergers as my learner group because they like to solve problems and find solutions to practical issues (Kolb). The Peacemaker game lends itself to this type of learner, as the intellectual processes are called upon more often than the social aspects of thinking. Although it appears as if it were a social awareness game (and on one level is just that), the main cognitive tools necessary are more practical than sensitive. For this group, therefore, I would propose the following list of objectives:
Problem solving – to find solutions to the targeted problems of the game that propel the player to a positive outcome.
Decision-making – to make decisions based on game play rather than individual preferences, considering outcomes from multiple perspectives
Self-evaluation - to follow through on decisions made and notice the impact of consequences, going back to think again on how decisions made are affected by the various positions
Implementation and Assessment
Resources needed to play this game in a classroom would be computers and the purchase of the Peacemaker Game. The main obstacle would be the resources of the learning institution – would money be available to provide a classroom with computers for each learner, as well as purchase the game? Another obstacle would be monitoring the classroom to be sure learners were involved in the game selected and not surfing the Internet or playing other games.
In my situation of teaching ESL, this game is interesting because of the subject matter. Since my students come from around the world they have varying opinions on the Middle East and the situation portrayed in this game. Therefore, to implement the game, we would have to take cultural attitudes into consideration and explain to students before implementation the social awareness qualities of this game. Relevant subjects to this game might include world relations, cultural awareness and social studies. Because the learners are learning to read and speak in English, the video portion of the game is especially helpful. They would be using English to master the vocabulary and understand the different impacts of the game.
To assess this game I would suggest a panel discussion, highlighting the two sides. Students could be divided into groups and each could have an opportunity to discuss decisions made while playing the game and the impact they had on the world at large as well as their defending country. Care would have to be taken with this approach that the discussions didn’t become as heated as the war already waging. Keeping the discussion on an intellectual level would be the focus for the classroom.
Background
Peacemaker was developed by Impact Games in Pennsylvania in 2006. Impact Games is a developer who makes simulation games with current events in mind. According to their website, their aim is to “partner with and enable organizations to change the way people consume information and understand the world around them,” through simulation video games.
Peacemaker seems to follow this line of reasoning. Through choices made, the player not only makes decisions that could impact the peace between Israel and Palestine, but actually chooses to be a leader of one of the countries involved and can choose to take opposing sides in alternate games of play. This allows the player to exhibit higher order cognitive thinking while trying to make decisions favorable to the chosen side, while at the same time remaining positive in the world view.
The general play consists of first choosing to act in the role of the leader of Israel or Palestine. Second, while watching video of actual events that have appeared in the media, the player must make decisions on what action to take. The real events projected onto the screen make the play very lifelike, with the player put very much into the role. Decisions are not easy and each has consequences.
Game Play
My definition of games is “a motivating activity with a purpose, following a set of rules, while having fun.” To fulfill my definition, Peacemaker would have to have a motivating force, something to make players want to continue the game. I see this as possible on different levels. Some learners would want to take control and be motivated to make decisions to find a possible outcome of their own choices. This alone would be motivation for some. Anther type of learner would find the stimulation of trying to force peaceful relations among two countries as a motivator. Still others would need a goal, such as higher playing levels or tougher decisions to keep their interest. Peacemaker meets some of these expectations. While I was playing the game, I became unmotivated. I found the waiting between targets too long and I was uncertain when decision-making was necessary.
As far as a purpose, this was definitely covered. The purpose of the game was clearly stated – to make decisions that met your countries security needs, keeping your country safe, while also trying to make peace with the other country and at the same time maintaining a positive world image. Personally I found it difficult to know what decisions had what outcomes, but my lack of simulation game experience might account for this.
Following a set of rules was present, although, again, I found it difficult to know what all the rules were. In my short play, the demonstration ended after 8 rounds, I was not sure I had the knowledge of all the rules, nor could I find a way to locate them on the screen. Some of the rules seemed confusing, although it would be interesting to see how a learner more familiar with these games would find this.
And finally, fun. The idea of this game was fun. The intellectual pursuit of peace between Israel and Palestine is fun. However, the actual playing of the game left me wondering if I did something wrong and that if I had had more information it might have been more interesting.
I chose Convergers as my learner group because they like to solve problems and find solutions to practical issues (Kolb). The Peacemaker game lends itself to this type of learner, as the intellectual processes are called upon more often than the social aspects of thinking. Although it appears as if it were a social awareness game (and on one level is just that), the main cognitive tools necessary are more practical than sensitive. For this group, therefore, I would propose the following list of objectives:
Problem solving – to find solutions to the targeted problems of the game that propel the player to a positive outcome.
Decision-making – to make decisions based on game play rather than individual preferences, considering outcomes from multiple perspectives
Self-evaluation - to follow through on decisions made and notice the impact of consequences, going back to think again on how decisions made are affected by the various positions
Implementation and Assessment
Resources needed to play this game in a classroom would be computers and the purchase of the Peacemaker Game. The main obstacle would be the resources of the learning institution – would money be available to provide a classroom with computers for each learner, as well as purchase the game? Another obstacle would be monitoring the classroom to be sure learners were involved in the game selected and not surfing the Internet or playing other games.
In my situation of teaching ESL, this game is interesting because of the subject matter. Since my students come from around the world they have varying opinions on the Middle East and the situation portrayed in this game. Therefore, to implement the game, we would have to take cultural attitudes into consideration and explain to students before implementation the social awareness qualities of this game. Relevant subjects to this game might include world relations, cultural awareness and social studies. Because the learners are learning to read and speak in English, the video portion of the game is especially helpful. They would be using English to master the vocabulary and understand the different impacts of the game.
To assess this game I would suggest a panel discussion, highlighting the two sides. Students could be divided into groups and each could have an opportunity to discuss decisions made while playing the game and the impact they had on the world at large as well as their defending country. Care would have to be taken with this approach that the discussions didn’t become as heated as the war already waging. Keeping the discussion on an intellectual level would be the focus for the classroom.
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