Week 13 / Final Paper Ideas and Resources

I have decided to do my literature review on the topic Video Games and Development. I am going to choose a few specific forms of development to focus on, but I have not narrowed down my resources yet. I have found the search for useful articles to be more than difficult. Many sources look useful, but once I open them and begin reading they become irrelevant to my cause. I seem to be finding more negative focused topics, against video gaming, than I am positive ones. I will continue my quest for resources and keep my fingers crossed that my luck will change. The following are sources I have come up with so far:

Gee, James. P. (n.d.). Why Are Video Games Good For Learning?

Gee, James. P. (n.d.). Good Video Games and Good Learning.

Helms, D., & Sawtelle, S. M. (2007). A Study of the Effectiveness of Cognitive Skill Therapy Delivered in   a Video-Game Format. Optometry & Vision Development, 38(1), 19-26.

Prensky, Marc. (2002) What Kids Learn That’s POSITIVE From Playing Video Games. (n.p).

Ryan, R., Rigby, C. C., & Przybylski, A. (2006). The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation & Emotion, 30(4), 344-360. doi:10.1007/s11031-006-9051-8

Week 12 / Final Scratch Project

1. What: What is your project? How does it work? How did you come up with the idea?

My project could best be described as a variation of the traditional pacman game. I chose this because I have always enjoyed playing pacman, and I wanted to take a traditional game, that everyone has played or at least heard of, and spice it up. My project works by following the directional prompts on the screen; maneuvering arrow buttons in the maze and choosing particular letters to progress through the story and instructional slides. My love of literature is what inspired my idea, as well as the pacman tutorial. I wanted to incorporate literature and reading, content matter most individuals find boring, into an exciting yet educational game.

2. So What: What was your process for developing the project? What was interesting, surprising, or challenging? Why? What did you learn?

My processes for developing the game began with my first draft of the maze. I had the idea of using themed oriented items, but was still unsure how to set up or create the foundation of the game. That was when I came up with the story part of the game; to convey the information necessary to complete the maze. Creating this game was very frustrating and challenging. I spent HOURS working on simple little thins, trying so hard to get all the animation to work correctly. There were moments when I wanted to just give up so badly, but the success of the completed game was a glorious feeling; worth every struggle. I learned a lot about the Scratch project and the capabilities it has. I look forward to working more with the program.

3. Now What: What are you the most proud of about your project? What would your change? What do you want to create next? Why?

The thing I am most proud of about my project is the creativity of the content. The only thing I would change about my project would be adding more sound effects. I found this to be an impossibility though because of the limited file size the Scratch program can upload. I would like to create another project using some type of grammar exercise or practice. Grammar practice is another part of the educational processes that most individuals find to be tedious. If I could create a game to make learning grammar, or punctuation even, more interesting and exciting than I would be making a great contribution to the education processes; I would also use it in my own classroom.

Week 12 / Double Entry Journal #11

Quote one: 

"In any case, the fact that computer games have become a major industry means that in many people’s lives computer gameplay features as a very pleasurable and entertaining, but also at times frustrating and challenging, activity" (Amseth, 2006).

I absolutely agree with this quote. However, might I add that frustrating and challenging activities are the best outlet for learning.When a task, game, or learning experience is frustrating, than chances are the level of engagement is quite significant. When engagement in the activity occurs, learning is taking place. Also, there is no better feeling than conquering or solving a presented challenge. It is through the different experiences, entertaining and challenging, that the learning processes are most productive.

Quote two:

"What is more, they suggest computer games will shift people’s focus away from more worthy activities such as reading and writing, doing math and science or playing outdoors" (Amseth, 2006).

I truly understand the great debate about video games and education. I also feel that under the wrong circumstances, video games can be a very bad thing. If not monitored appropriately or chosen wisely, video game playing can be harmful and unproductive to the learning processes. The key to the battle is finding the right balance of formal education, added to a scheduled amount of gaming time; because both forms of learning have made great contributions to education.

Quote three: 

"There is some evidence indicating that students do better when learning tasks are embedded in a context of gameplay rather than, for example, a paper and pencil test" (Amseth, 2006).

I absolutely agree with this quote. It is no secret that all individuals learn things differently. I am not saying by any means that paper and pencil testing should be replaced by gameplay. I am simply saying that research has clearly shown that gameplay contributes to the learning processes; therefore, it should be implemented into the classroom as a secondary form of learning. As a teacher, I will always be supportive of the old fashioned style of teaching, but at the same time technology and the world are evolving at a rapid pace; as is the face of the educational processes.


Amseth, Hans Christian. “Learning to Play or Playing to Learn - A Critical Account of the Models of Communication Informing Educational Research on Computer Gameplay.” The International Journal of Computer Game Research 6.1 (2006): (n.p.). 

Resourceful link:

I chose to use an animated video titled Video Games and Learning which focuses on the importance of game based learning. The video discusses the difference between games created for entertainment purposes and games created for educational purposes. Also, it explains how video games relate to the learning processes by striking individual curiosity and evoking tangential learning. I thought this video was a great example of making the learning processes fun. It took a topic that can be overly complicated and made it interesting to learn about, simply by using animation and humor.

Week 11 / Scratch Project Draft Two

I have completed significant revisions to my Scratch project since last week. My new draft has four different backgrounds; two direction slides and two games slides. The first slide provides directions for level one of the games. In level one the player moves the sprite around the screen by following the commands provided. At this level the player is provided with clues and details to help them identify the properly themed elements in level two of the game; the maze. After level one is another slide providing directions for the maze; level two. In level two, just as my first draft showed, the player maneuvers around the maze collecting the objects that are thematically related to the writings and works of Edgar Allan Poe. If the player is caught by the ghosts that are flying around, or incorrectly identifies an object, the game is over.

Since developing more, my game now supports growth in reading, comprehension, coordination, complex thinking, and conceptual understanding. I now have two levels and the basic concept of my game has been fully constructed. In my finished project I would like to incorporate some music or sounds, and possibly another background screen with clues and details. I am struggling with limitations of file size though. My plan is to just keep working with the project, incorporating as many elements and finishing details as possible.

Below are snapshots of what my game looks like. Also, you can visit the Scratch website and play my game Identifying Edgar Allan Poe.

(Click on the images to enlarge them)

Week 10 / Scratch Project Draft and StoryBoard

Below is the StoryBoard for my game based upon the works and themes of author Edgar Allan Poe.

*Play my game Identifying Edgar Allan Poe in the Scratch projects library.

(click on the photo to enlarge)

Week 9 / Scratch Project Ideas

I am having a really difficult time figuring out what I am going to do for my final Scratch project. English is my field of specialty, and there are so many different topics to potentially focus on; I keep changing my mind. At first I wanted to do something involving homophones, words that are pronounced the same, but have different meaning. Now I think I am going to do something with literature themes. I am still unsure about it though; I am going to keep brainstorming, hoping for a genius idea to pop into my mind. I would like to create a Pac-man style game. If I go with the literature themes I could have the player, a character correlated with the theme, walk around the board collecting appropriately themed items, while avoiding three or four appropriately themed hunters. For example, using a black cat as the main character, some dark and scary ghosts as the items to be collected, and birds as the hunters; an Edgar Allen Poe theme. To make the game challenging and educational I would place some inappropriately themed items in the board and if the player picked them up, or gets hit by a bird hunter, then the game is over. Then for level two I could switch to another theme, but use the same set up idea. At the end of the game I could provide a slide that states correct theme and items to be collected; like a follow up review.

This idea is far from being finalized. I am still going to keep tossing ideas around and see if I can be a little more creative with it. I have been having a difficult time working with the Scratch program; it is very complicated. I am  going to spend several extra hours playing with it this weekend to see if I can improve my game creating skills and ideas. 

Double Entry Journal #7

1. Why should programming be part of school curriculum?

Because of the growing use of technology, computer integrated instruction and media based resources should definitely be implemented into the school classroom and curriculum. In today's age, technology is the foundation of nearly everything we do; in both formal and informal settings. "Computer programming is integral knowledge across disciplines from the sciences to the arts, yet minorities and low-income students are notably absent in computer science-related fields" (Kafai, Peppler, & Chiu, p. 2) Many times children of low-income families do not have access to computers, or the newest form of technology at home. Also, schools in lower income areas sometimes do not have access to technology based resources. Incorporating computer programming and computer based technology into the curriculum would not only help to prepare students for the future, but also supply them with a route to develop and express their learning and creativity. 

2. What are the barriers to implementing programming in schools?  

There are many barriers that prevent computer programming from being implemented into the school curriculum; barriers such as income, field related content, and academic abilities. In regards to low-income, "if members of low-income and minority communities gain access to new technologies, they are introduced in such a way that neglects to take the local context into consideration, and are often presented in such ways that reinforce rote learning activities rather than cognitively demanding activities" (Kafai, Peppler, & Chiu, p. 3). In regards to field content, "pedagogy is strictly monitored in today’s schools via national and state standards" (Kafai, Peppler, & Chiu, p. 17) Although, computer programming can be very beneficial to the educational processes if implemented in a fashion that allows students to engage in activities that use their prior knowledge, interests, resources, and creativity. Because not all educational institutions have the means or appropriate courses to provide access to computer programming and technology, they will consequently not be given the opportunity to build and develop skills related to codes, programming, game building, and media applications. 

3. How can barriers to implementing programming in schools be overcome? 

A great way to break through the barriers for implementing computer programming in the school setting is through the use of workshops, projects, galleries, and presentations that are fun, engaging, and functional to students on both the developmental and personal level. "Youth have an interest in video games, music videos, cartoon animations, and interactive, design based art, which are a natural springboard into creating and programming" (Kafai, Peppler, & Chiu, p. 4) The use of computer based technology, added into the general curriculum, has a major impact on the future aspirations and career choices of students. Computer based programming provides students with a sense of confidence, capability, and the skills they need to build a successful future. Technology provides major advancements to the learning and developmental processes. Overcoming barriers and ensuring that computer based programming is implemented into the curriculum is essential.

Kafai, Yasmin B., Peppler, Kylie A., & Chiu, Grace M. (n.d). High Tech Programmers in Low-Income Communities: Creating a Computer Culture in a Community Technology Center. California: (n.p).

Double Entry Journal #6 / Scratch

Quote one:

"Researchers interested in computer-supported collaborative learning have paid little attention to the field of arts and design education as the more prominent focus has been on science, mathematics and to a lesser degree, social studies and language arts" (Peppler, Kafai, p. 1).

I found this quote to be quite shocking. With the growing use of technology and computer supported learning, I am amazed that the art and design fields have not in some way focused more on implementing instructional technology in the classroom. Obviously it is going to be easier to incorporate computer supported learning into some content areas than others, but technology is a very useful tool that can in one way or another be included in even the art and design field. There are a vast variety of programs that would accommodate these fields, and I would imagine that a field like design would especially be enhanced by technology. We are living in the technology age, and everyday it is being incorporated more and more into our daily lives. It is important to include, along with the regular curriculum, the use of computer based learning regardless of the content area.

Quote two:

"Today, literacy can be broadly defined as including any type of communicative interaction involving speaking, reading, listening, and writing with text in print and non-print forms" (Hagood, Stevens, & Reinking, 2002, p. 2). 

I absolutely agree with this definition of literacy. Literacy is very important; it is the key to life. Like technology, literacy is also an enormous part of our everyday lives. We use our literacy skills for everything we do. In today's age it is not only important to be able to read, write, listen, and orally communicate, it is also important to be able to use computer based learning resources. I believe that the traditional literacy based abilities will never fade away, but as we progress into the future I believe that computer based literacy will continue to develop and be incorporated more and more into the educational system as well. Literacy, no matter what form, is an ability that should be greatly promoted and focused on.  

Quote three: 

"Despite Brandy’s ability to do sophisticated work on the computer (and was now in many ways technologically fluent), Brandy was still unable to read at grade level and had very much stayed at the same level in both reading and writing" (Peppler, Kafai, p. 3).

I found this quote to be a combination of inspiring and worrisome. It is fantastic that computer based technology encouraged and helped Brandi become more educationally involved, but being able to read at an age appropriate level is paramount. Reading is the foundation of learning; every part of life builds upon it. If I were working with Brandi I would suggest doing some computer based learning that focused specifically on reading. Because she has become comfortable and fluent with technology, using it to advance her reading abilities would be most beneficial. As far as learning goes, there is no one correct way to support and advance the processes. Everyone learns differently, the key is finding the best method for the individual; and utilizing that method to build upon other subjects and abilities.

Peppler, Kylie A., Kafai, Yasmin B. (n.d.) Collaboration, Computation, and Creativity: Media Arts Practices in Urban Youth Culture. California: (n.p.).

Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY Have to Teach US? Talkin' 'Cross Generations! In D. E. Alvermann (Ed.), Adolescents and Literacies in a Digital World. New York: Peter Lang Publishing.


Scratch animation ideas:

For my Scratch animation project I think am going to use homonyms; words that share the same spelling and the same pronunciation but have different meanings. My field of specialty is English, and too often I see individuals use the wrong form of a word when writing. It is a mistake that can be easily made. I feel that creating a game that helps individuals learn how to use the proper form of words in context would be very beneficial; as well as fun and challenging to play.

Double Journal Entry #5

Quote one:

"In my mind, exactly the opposite is needed: Instead of making kindergarten like the rest of school, we need to make the rest of school (indeed, the rest of life) more like kindergarten" (Resnick, p. 1).

I absolutely agree with this statement. In kindergarten learning is about your imagination and creativity; experimenting with ideas and life. As students progress through the educational system, learning tends to shift and becomes more about guidelines, societal expectations, and content. Although both focuses are valuable to the learning processes, the conformity of the higher grade levels can sometimes stifle the creative thinking processes. The kindergarten style of learning allows for more of a thinking outside the box approach; with greater freedom of expression. 

Quote two:

"I believe that digital technologies, if properly designed and supported, can extend the kindergarten approach, so that learners of all ages can continue to learn in the kindergarten style – and, in the process, continue to develop as creative thinkers" (Resnick, p. 2).

I firmly agree with the idea that digital technologies can help to promote creative thinking, as well as the kindergarten style of learning. It goes back to the basic rule of, everyone enjoys playing a game of some form. Because all individuals learn differently, obviously we are not all going to want to play the same activity, or the same game. Digital technologies are great because they adapt to individuals of all ages, as well as all forms of learning. Play, in most instances, relates directly back to childhood, but games that are designed to promote creative thinking can be useful for all grades and styles; not just the kindergarten level.

Quote three:  

"But as children grow older, educators and parents often talk about play dismissively, referring to activities as “just play,” as if play is separate and even in opposition to learning" (Resnick, p. 3).

I find it frustrating that parents and educators talk dismissively about play. Play is learning at its finest, most innocent level. I am thirty one years old and I still learn form play; I learn new things from playing with my daughter everyday. Whether it be old fashioned exploring the woods in the summer, playing traditional games around the table, or playing video games, play is a basic foundation of learning. Famous researchers Piaget, Vygotsky, Parten, and Smilansky support play as an educational resource; it should definitely be viewed as a more positive and resourceful element of the learning and developmental processes.    

Resourceful link: 

For my link I chose the article Playing to Learn because it discusses the role of play in learning and development. Research indicates that play nurtures thinking and social development skills, as well as expands the imagination. It is through play that children come to know the world and understand how we live and function in it. Play promotes full range thinking, interaction processes, and experimentation; all factors which contribute to learning. Like video gaming, play is commonly viewed as a frivolous and useless form of entertainment, but in all actuality it is a fantastic educational tool.

Resnick, Mitchel. (n.d.) All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten. Cambridge, MA: (n.p).

Scratch / Double Entry Journal #4

Scratch: 

For my Scratch account favorite I chose a game called Hakiu or Die! My field of study is English; I found this game based upon creating a Japaneses style poem to be very interesting, challenging, and enjoyable. In relation to the game I chose, the five levels of learning are incorporated and described below.

how: the how part of this game is learning how to maneuver the hand around in order to catch the falling word bombs.

what: the what part of this game is understanding that the objective is to catch words containing the appropriate number of syllables, five-seven-five,  to create a Haiku. 

why: the why part of this game is the method used for creating the Haiku; catching and adding the proper syllables, as well as letting the words with syllables that do not add up properly pass by.

where: the where part of this game is the representation of culture and poetry; Haiku's are a specific form of poetry originating from the Japanese culture.

when / whether: the when / whether part of this game is deciding which words are correct or incorrect, based upon syllables, to use.


Quote one: 

"Game players are constantly comparing the rules of whatever game they are playing to what they have learned elsewhere, asking themselves “Are the rules of this game fair, accurate, etc. in terms of what I know about the world" (Prensky, 2002, p. 4)?

This is such a true statement. Comparing the rules and experiences of any situation, simulated or not, to what we have learned elsewhere is something that we all do regularly; it is a normal part of the educational processes. It is through observing, asking questions, and comparing information that learning occurs. Video games are fantastic because they provide children with an opportunity to learn how to follow rules and make practice judgements about life. Also, they are great for giving children the opportunity to apply their acquired knowledge and problem solving skills into real world simulated experiences. The principals and characteristics of video games, when applied in an effective manner, can truly enhance the educational processes; making learning both challenging and exciting.

Quote two: 

"Although rarely given the credit and respect they deserve, the designers and builders of computers and video games are among the most intelligent and creative people in the world" (Prensky, 2002, p. 7).

I absolutely agree with this because technology today is an amazing thing. Often times people are too busy criticizing the creators of video games, because of the violent content in the games rated for mature players, that they do not see the true brilliance of technology. I am not thrilled about inappropriately themed games either, but if people would stop and take a look at the genius abilities that these people have, they would see just how intelligent they are. Creating video games is not an easy task, it actually requires a specialized degree and tons of creativity. The creators of video games can be viewed as teachers in a sense; they are also the foundation of the future. Like the educational system, the field of technology continues to grow and develop accordingly in order to accommodate the needs of the students, the work force, and the future.

Quote three: 

"But there is a great deal of disagreement about whether this learning is positive or negative, and about what the effect of the learning in existing computer and video games is on game players – especially kids – and on the society they live in" Prensky, 2002, p. 12).

This statement frustrates me because research clearly proves that video games contribute to the learning processes in a positive and resourceful way. I understand how people can be upset by the violent images that some video games portray, but not all games are full of negative characteristics. There are so many examples of wonderful educational games that it is unfair to label all video games as having a negative effect on the learning processes. Positive or negative learning can be attributed to the type of game being played. It is the responsibility of the parents to make sure that their children are playing the video games that are created to support learning and development.   



Resourceful link:

For my additional resource I chose a CBS evening video clip titled Are Video Games Actually Good For Kids? by Daniel Sieberg.This clip discusses the importance and value of video games in regards to the learning processes. Most video games are based off of the same skills that educators use in the classroom; problem solving, achieving goals, and overcoming obstacles. Research shows that 97% of teens play video games on a regular basis; therefore, it is necessary for positively based video games to provide an effective source of learning. Studies also show that the three most popular computer based video games involve racing, puzzles, and sports. Nonviolent video games provide students with a fantastic source of pure based learning experiences.

Prensky, Marc. (2002) What Kids Learn That's POSITIVE From Playing Video Games.

Double Entry Journal #3

Quote one:

"Consistent with traditional conceptions of multiculturalism, the QA Council includes male and female characters having features associated with African American, Asian, Hispanic, and Anglo populations. Though this distribution is grounded in the demographics of the early student participants, further reflection might challenge whether mere balanced heterogeneity truly represents broad cultural diversity" (Barab, Carteaux, Dodge, Thomas, & Tuzun, 2005).

I understand that multiculturalism in this context is referring to incorporating aspects of human diversity in the games characters, and in doing so, injecting an important aspect into the learning process.  In modern schools, multicultural education is crucial in the education system because classrooms, particularly in urban areas, grow more diverse each year. By intertwining multiculturalism and video games, we can easily educate students to form not only socially acceptable beliefs, but also make good moral decisions. I found the information in this quote to be very interesting.

Quote two: 

"Numerous scholars and learning theorists have advocated experiential learning— the belief that learning involves real-world participation, the belief in the intimate relations between experience and education, the certainty that understandings are derived from and modified through experience, and the conviction that action and reflection are necessary features of meaningful learning" (Dewey, 1938; Kolb, 1984; Barab et al., 2005).

I absolutely agree with this quote. Learning takes place in many different forms; in the classroom and the real world. Although getting a formal education is a necessary part of establishing a successful future, learning through experience is also important for developing a functional collection of knowledge and ability. Video games contribute to the learning processes by using simulation techniques; allowing the player to participate, perform, or experience the action as if it were real. Experience is one of life's most powerful learning tools.

Quote three:

 

"The term flexibly adaptive can be related to the diffusion of innovations such as QA by considering that innovations must be able to adapt to multiple contexts if they will be broadly implemented" (Barab et al., 2005). 

I absolutely agree with this quote. In any type of educational setting, creating lessons and innovations which are easily adaptable to multiple contexts is paramount. With the increasing diversity, inconsistent educational history, and dissimilar knowledge levels, advancing through the educational process is impossible if teacher are not willing to be flexible with their knowledge and abilities. The same principal works with video game design, in order to construct a simulation scenario that is conducive to numerous aspects of the learning processes, the designer must be flexible; willing to develop and utilize numerous techniques.

Barab, Sasha., Carteaux, Robert., Dodge, Tyler., Thomas, Michael., &Tuzun, Hakan. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107. DOI: 10.1007/BF02504859

Dewey, J. (1938). Experience and Education. New York: The Macmillan Publishing Company.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall Press.

Resourceful link:  

I chose to link to a video that is called The Secret World "Concept and Game Design" which discusses the elements of design used in a (MMORPG) massively multi-player online role playing game. The game titled Secret World involves forming secret societies which all possess unique skills, templates, uniforms, and missions. It is open ended and built in free form, allowing the player to set goals, create their own characters, and interact within the different societies. This video game is flexibly adaptive, as well as support of experiential learning; although more mature and complex, absolutely valuable to the learning processes.

Globaloria Game Design

1. Which one do you like the best?

 

I liked the Elemental Elegance game, by Team Comatical Combat, from South Harrison High School the best.The game involved learning facts, taking a quiz, and experimenting with specific elements from the periodic table. The game consisted of three rounds. The first being a listing of the facts with photos. The second round was a quiz based upon the provided facts and information. The third was the experimental portion; the player gets to mix the elements and see how they react together. This was a very creative and very cool way to learn about Science. 

 

2. What content is being learned? 

 

This game was constructed using Science content; the periodic table of elements. The player is learning about the characteristics of each specific element, as well as learning about how the elements interact when combined with each other.

3. Do you think it effectively teaches the content?

 

Yes, I think this game effectively and creatively teaches the periodic table content. Along with the facts about the elements are photos, which make the learning processes much more engaging. The quiz questions were also very effective at measuring how much knowledge the player acquired from the first round. The experimental section was very effective because after you decided which elements to combine, you got to guess what the outcome would be; then watch the experiment play out.

4. Does it involve higher order thinking?

 

Yes, this game definitely involves higher order thinking and learning processes. The facts and information are from the lower, general knowledge level. The quiz portion is middle level, application of the knowledge acquired. The experimentation section uses the higher order level of thinking and learning skills by allowing the player to evaluate the knowledge learned to makes judgements, and combine the elements correctly.

 

5. Does the game possess and principles of good games and learning?

 

**They are action-and-goal-directed preparations for, and simulations of, embodied experience” 

The game was goal directed because retaining and transferring the knowledge from one level to the next was challenging. Getting to create your own experiment was a simulation of what it would be like to be an actual individual working in the Science field. The goal of the player was to learn enough about the elements to combine them, and then appropriately perform the experiments.

 

6. In your opinion do you think letting kids design games is productive activity for school based learning?

Letting kids design games for school based learning is an absolutely wonderful idea. This provides them with the opportunity to learn the facts, work with technology, and inspire other to enjoy learning. Kids and adults have different perspectives about the learning process; therefore, letting kids design educational games for their peers is a great way to create games that are both engaging and fun.

Double Entry Journal #2 / Gardens of Time Journal Entry #2

Quote one:

"Good video games incorporate good learning principles, principles supported bycurrent research in Cognitive Science" (Gee 2003, 2004, p. 3).

I strongly agree with this statement because video games, which incorporate good learning principals, contribute greatly to the study of thinking and learning. When video games are based upon learning characteristics that challenge, motivate, inspire, and immerse the player in simulated circumstances, development of the cognitive processes is occurring. The argument supporting the use of learning technology and gaming in the educational system is based upon one of Cognitive Science, not just today's rising use of digital media.

Quote two:

"No deep learning takes place unless learners make an extended commitment of self for the long haul. Learning a new domain, whether it be physics or furniture making, requires the learner to take on a new identity: to make a commitment to see and value work and the world in the ways in which good physicists or good furniture makers do" (Gee, p. 5). 

In any type of learning situation, becoming engaged in the content is the key. Learning a new domain, whether in reality or the video game world, requires reforming and committing to the processes. I have always been a firm believer of  doing things right, which means applying myself entirely. Whether trying to conquer a level on a video games, or trying to defeat yesterday's math problem, immersing yourself in the content will allow you to succeed; moving on to the next problem or challenge, armed with tools of previous knowledge and experience.

Quote three:

"Recent research suggests that people only really know what words mean and learn new ones when they can hook them to the sorts of experiences they refer to—that is, to the sorts of actions, images, or dialogues the words relate to" (Barsalou 1999; Glenberg 1997; Gee, p. 8).

One of the best ways to learn is by doing; through experience. Experience is what allows us to develop, successfully progress through life, and adapt to the surrounding environment. Good video games promote learning and development through simulated practice. All of the knowledge and tools collected from the simulated learning games, of a positive nature, can easily be applied to real life experiences.

Gardens of Time Journal Entry: 

The Gardens of Time video game, in my opinion, is a good learning game. There are a variety of elements within the game that build upon the learning processes; problem solving, motor function, comprehension, and performance. The way the game functions allows the player to become immersed in the adventure by overcoming challenges, setting goals, building and designing your own garden; creating your own space, own environment, and own identity as a character. The video game Gardens of Time provides a simulated learning experience that can be related to life and the outside world in many ways. Also, there is a social aspect to this game because you get to visit your neighbors, and see the identities they have created for themselves. Playing Gardens of Time is not only useful to the learning and developmental processes, it is entertaining at the same time. I really enjoy playing it! I am unsure of how a game such as this would be specifically implemented into the course content, but I am certain the principals and learning functions it is based upon can somehow be included into lesson plans to create a more exciting and resourceful learning environment.

Barsalou, L. W. (1999). Perceptual Symbol Systems. Behavorial and Brain Sciences, 22.4, 577-660.

Gee, J. P. (n.d.). Good Video Games and Good Learning.

Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave/Macmillan.

Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.

Glenberg, A. M. (1997). What is Memory For? Behavioral and Brain Sciences, 20.1, 1-55.

James Gee

-What do you think about his stance on assessment and schooling?

I absolutely agree with James Gee and his belief that the assessment processes at school limit learning in the sense that they does not test physical skill, the act of doing or performing, they only test mental processes and the mind's abilities. Video games are examples of situated or embodied learning, a style which allows students to solve problems with their existing set of tools and knowledge. Video games test the mental capabilities of an individual, as well as the physical motor and coordination skills. 

I also agree with James Gee and the idea that the twenty first century is breeding a customized style of learning; with a foundation of problem solving and digital learning techniques. Video games are generally focused upon a set of problems that must be solved in order to prevail. Incorporating video game strategies and techniques into the regular core content will help students develop a full range of abilities; mental, physical, social, and emotional. 

Gardens of Time / Journal Entry #1

The video game Gardens of Time is a great representation of educational technology. Gardens of Time is a Multi-User Virtual Environment style game which allows players to interact socially, focus on simulated environments with community oriented tasks, utilize problem solving and comprehension skills, and develop goal setting strategies. All of these gaming characteristics blend together to identify and support the evidence that video games contribute a great deal to the learning processes.

Video games are action-and-goal-directed preparations for, and simulations of, embodied experience. The game Gardens of time embodies the experiences of typical life in the sense that you must complete tasks to earn money, you must create a plan for spending wisely, and then use your earned resources to build your garden and improve your reputation. Completing these actions allows the player to have a culturally embodied experience; a simulation of real world experiences.

Video games can be open-ended, allowing for goals and projects that meld the personal and the social. The object of the Gardens of Time video game is to earn money, build a society, and expand your neighborly reputation; all projects that are based upon setting personal and social goals. It is important to find fun and inventive ways to teach children how to create realistic and resourceful future plans. The adventures and scenarios within this game require the player to resolve realistic problems, and be a cohesive part of the surrounding environment.

Video games, such as Gardens of Time, create opportunities for cross-functional affiliation. Regardless of the theme or skill level, playing video games requires a multitude of mental, emotional, and physical abilities. The skills learned from simulated forms of practice can generally be applied and implemented into real life scenarios. Simulation technology, although not entirely realistic, is relevant and cross-functional to all academic fields and content.

There are many controversial issues surrounding the use of video games as functional learning tools. Video games are great for providing learning experiences that motivate and challenge children, while at the same time relating to and engaging them in the educational processes. Incorporating video games into the classroom is a great way to inspire kids to take action and participate. Instructional quality is not based upon the method of teaching being used; it is based upon the level of student learning being achieved. Adding technology into the curriculum, relevant to the material being studied, is a great way to maximize classroom enjoyment without sacrificing the quality of learning. It is social context, not design that makes the use of video games, as educational tools, so debatable. All video games, in some way or another, are conducive to the learning processes. It is the stigma that is created by uninformed societal beliefs that often leads people to the viewpoint that video games are insignificant to and inappropriate for educational use. As the educational system and technology continue to evolve, hopefully more people when begin to realize how much of a contribution to the cognitive and developmental processes video games have become.

I have a five year old who is living proof that the Gardens of Time game contributes to the learning processes. Every time I get the computer out to play the game, I find her sitting as close to me as she can possibly get. She loves to help find the hidden objects, decorate my garden, spend money, and visit the neighbors. She understands that the Garden of Times game is a simulation of real experience. In fact, she made the comment that earning money and decorating my garden was just like using my debit card to purchase items at the store for our home; proof that a connection has been made. Also, proof that learning, on many different levels, is taking place.

Double Entry Journal #1

Quote one:

Video games don’t just carry the potential to replicate a sophisticated scientific
way of thinking. They actually externalize the way in which the human mind works and
thinks in a better fashion than any other technology we have. (Gee, 6)

I absolutely agree with the statement that video games externalize the workings of the human mind, but I do not agree that it does so in a manner better than any other technology. Although playing video games, containing the proper content, can be very informative of and conducive to the developmental and educational processes, there are other forms of technology that involve the use of reading, problem solving, comprehension, and cognitive skills that also reveal extensive amounts of information about the human thought processes.With the ever-changing and growing use of technology, I believe it is impossible to categorize any one particular form of technology as being the best; all of them contribute so greatly.

Quote two:

I have argued for the importance of video games as “action-and-goal-directed
preparations for, and simulations of, embodied experience.” They are the new
technological arena—just as were literacy and computers earlier—around which we can
study the mind and externalize some of its most important features to improve human
thinking and learning. (Gee, 12)

I find the evidence that video games can be used for improving the thinking, learning, and developmental processes to be very interesting. The more research I do into the topic, the more curious I become about the extensive details. I knew that video games could be useful for understanding the mind and how it works, but I had no idea just how much in depth scientific information they could reveal. I look forward to learning more about the developments and benefits of technology in regards to education; existing and future.   

Quote three:

The cutting edge of games and learning is not in video game technology—although great graphics are wonderful and technical improvements are important. The cutting edge is realizing the potential of games for learning by building good games into good learning systems in and out of classrooms and by building the good learning principles in good games into learning in and out of school whether or not a video game is present. (Gee, 21)

I strongly agree with the idea that the cutting edge of learning is not based solely upon video game technology, but most importantly on the incorporation of video game learning principals and systems into individual lessons, content, and classrooms. Scientifically speaking it has been proven that video games contribute to the understanding of the human cognitive and developmental processes, but they can also be very useful for making the learning processes an exciting, inspiring, and engaging experience. Teaching lessons that involve gaming characteristics can reach into the minds and hearts of even the most stubborn and withdrawn students. Every individual in the world, not matter how diverse, enjoys playing games.

Gee, J. P. (n.d.). What Are Video Games Good For Learning?



Resourceful Link:

I chose to link to an article titled Video Games and the Future which discusses the way video games and technology have changed the way present day individuals learn. Like the article we read by James Paul Gee, this article highlights the importance of looking beyond the regular classroom into the future of technology and video games; the regular curriculum based upon a technological foundation. Shaffer and colleagues suggest that video games help people learn by integrating thinking, social interaction, and technology to create a new way of learning.

Because we are living in the technological age, it can only be expected that individuals who choose to enter the teaching field will on a regular basis be incorporating new technologies, such as video games, into the classroom curricula. I do not think that the good old fashioned methods of lecturing, reading, and writing will ever disappear entirely, I am certain that technology based learning has become the new face of the educational system. I have taken several courses throughout my years of study involving the use of Instructional Technology, but as fast as the technology is growing and instructional processes are changing, keeping up with the next new innovation will be a lasting challenge.

Introductory Posting

About me:

My name is Lora Bross. I currently live in Weston, WV. I am a full time graduate student, working towards a Master of Arts in Teaching with a specialty in English, and a full time mother of a beautiful 5 year old little girl. From this class I hope to learn more about the role of games within the educational processes, as well as gain a better understanding of the effects of gaming on the mental, emotional, and physical aspects of students formal and informal lives. Also, I hope to learn more about creating educational based games that are both exciting and resourceful. I personally am not a gamer, but I do occasionally sit down with my daughter and play on her Leapster Explorer. The Leapster Explorer is a learning game system which focuses on techniques such as reading, comprehension, spelling, colors, and counting. My position on kid's and video games is conflicted. I believe playing educational video games can be a very informative and inspiring experience; however, the video games that are filled with noneducational and violent aspects are in my opinion, especially in underage children, damaging on multiple levels.

Link:

Embedded below and also in my gadget list is a video from YouTube concerning the effect's of violent video games on children's learning and development.

I have selected this video as my resource because the subject of the effects of violence in video games on children's learning and development is a highly debatable topic. Although most violent video games are clearly rated and intended for older age groups, too often younger children are easily and readily getting their hands on them. Because there is no way to guarantee that younger children will not be influenced by the violence of the video games intended and rated for the Mature audience, it is the responsibility of the parents to ensure that their children are not being subjected to the intensity and brutality found within the adult intended video games that could impact their children's learning processes in a negative manner.

Three major world events that happened during my birth year include:

*January 1, 1981: Greece joins the European Common Market as its 10th member.

*April 12, 1981: The U.S launches the "Columbia" on the first orbital space shuttle mission STS-1 from the Kennedy Space Center in Cape Canaveral, Florida.

*December 26, 1981: Saudi Arabia and Iraq sign an agreement in Baghdad ending their 60-year-old border dispute