Friday, January 31, 2014

Fix 1-2


Traits of the Game

Goal – The goal of the game Settlers is to create a settlement rich in resources to allow the settlement to survive and expand.  The game requires the player to maintain an adequate amount of resources such as wheat, coal, iron, water, marble, pinewood, and other resources to build and feed the settlement workers.  In order to create a successful settlement you much maintain a good economy with resources, understand how to create more resources, maintain and spend money and resources wisely, know when to attack other settlements, and you must strategize and problem solve to make your settlement better. McGonigal (2011) states, “The goal provides players with a sense of purpose.” (p. 24) The purpose of this game is to create a settlement that is strong enough to expand and survive while building “guilds” with other settlements to become stronger.

Rules - The game Settlers has many rules including time restraints, available resources at certain levels, and license and resource limitations.  In order to create a productive settlement with the rules you must research what works best and where each item works best.  For example you may need 1 butcher to 2 hunters to produce enough meat for other production.  If you do not have this ratio then your production of materials may be off and you must research how to make the production better.  You do not want to build more than necessary because of your limitation of licenses.  You may also want to create bulk thinks such as buffs when you are leaving the game idol for a while because these things take time to create.  Understanding the rules helps you understand how to use the time efficiently when creating things and when exploring your settlement. McGonigal (2011) mentions rules as being able to “…unleash creativity and foster strategic thinking.” (p. 24) With researching where to place buildings and how much time it takes to achieve certain obstacles you are strategically thinking through the game to be as productive with your time as possible.

Feedback system - The feedback system is visible when you are trying to reach new levels and when you are achieving individual quests.  For example a green bar will increase once quests are achieved and also when you attack a settlement.  When the green bar increases you feel the sense of accomplishment and want to work on more to get to that next level.  You also receive feedback on progress through individual quests.  For example you might have a quest of producing 200 wheat resources and then selling it.  You are able to check the status of the quest by the green bar under the quest.  You can even see how close you may be by hovering over the green bar, it will tell you how much you have achieved so far in the quest.  If it wasn’t for the feedback system of the game I would not know how much more I have to produce or how much longer I have before successfully completing a quest or moving to the next level. 


Voluntary participation - The game Settlers establishes common ground with others by creating rules that requires all players to achieve the same quests.  Players can socialize with others to problem solve and create productive settlements.  The game does not force you to be on multiple hours in order to maintain your settlement.  The goals are achievable goals that can be reached through individual exploration or with help from others who have already achieved the quests. The help that is offered by other players makes the game more enjoyable and pleasurable when the quests are met and you explore new levels.   

Unnecessary Obstacles

Flow - The game Settlements creates a state of flow when you reach a new level and have felt like you achieved something great but you are given new quests to continue on to another level and you do not want to stop because you know that next level is in achievable.  You do not want to stop what you are doing but it seems like so much more work to do and it will take time for you to do it.  According to McGonigal (2011), “It only gets harder when you’re playing well, creating a perfect balance between hard challenge and achievability.” (p. 28) You are challenging yourself to get to the next level by completing the quests that will get you there and you see this as an achievable goal, you are also still hanging on to the achievement you have just completed by reaching the new level.

When you have reached the state of flow you may set goals on how much more you want to complete before you can be finished.  For example, when I reach a new level on Settlers I find quests that I must finish before I can be done with game.  I may also work until I reach a new level before I am finished but sometimes I want to continue working because I feel more can be achieved.  The state of flow has me feeling accomplished but ready to go for more and achieve more. When things get difficult I research to find ways through the problem.  If I am not in a state of flow I do not want to continue with the game and at that time the quests just do not seem achievable. For example, in one of my first quests I had to produce so much pinewood in a 12-hour time frame and I was not achieving this goal.  I felt defeated when it would not work for me so I stopped playing the game.  I then came back to the game another day and began to research how to make my buildings produce the necessary quantity in order to move forward.  I moved a few of my buildings closer to the storehouse and my production levels shot up.  I felt so good about the achievement and I wanted to continue on with the next challenges.  My mindset went from “I am never going to figure this out” to “I can achieve anything” within a matter of days.  The “I can achieve anything” was my state of flow, I failed then achieved and I not ready to give up on achieving more.

Emotional Activation

Intrinsic rewards -The intrinsic rewards I am experiencing is the hope of being successful.  I have researched a lot of information about the placement of buildings and the ratio of buildings to one another.  This has allowed me to strategically place many of my buildings and allow my success in production and “leveling” up.  I feel satisfied with the work I have put into the game by researching and at this point I feel satisfied with my settlement (besides my coal and pinewood production at some points).  Even though my coal and pinewood production are low I still feel optimistic that I can figure out how to make them produce more.  McGonigal (2011) states, “Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work.” (p. 29)  I think this is why I feel rewarded with this game so far, I have worked hard to achieve the level I have already achieved and I feel optimistic about the levels I am yet to achieve.

Consequences - The negative consequences I see from playing this game for long periods of time are lack of motivation to do other things and addiction.  I feel that I want to continue to play the game to achieve more but once I am finished I do not want to do anything else.  I feel as if I have accomplished a lot through the game and do not need the extra satisfaction of completing something else.  I also feel addiction can eventually come from playing this game long periods of time.  I must admit, after watching many videos on gaming addiction it worried me that introducing some games may lead to addiction at an earlier age. McGonigal (2011) mentions gaming industries wanting “…to create lifelong gamers: people who can balance their favorite games with full and active lives.” (p. 42) If a person has consumed their lives with playing a game and cannot balance gaming with their active lives then this is when addiction occurs and gaming becomes a negative event.



McGonigal, J. (2011). Reality is Broken. New York: Penguin Group.

Friday, January 24, 2014

Gaming Benefits



After reviewing multiple sources regarding gaming in today’s society and in the classroom I have come to the conclusion that the benefits of gaming outweigh the negative aspects or thoughts of gaming. In just about every source it was mentioned that gaming provides opportunities for collaboration, critical thinking (higher level thinking), instant feedback (positive and negative), and allows for constant problem solving and exploration.  Students are able to collaborate (socialize) and work as a team to solve problems in a game.  Students also use higher level thinking skills to solve problems and to achieve more.  What I think allows the students to achieve higher level thinking skills is they are creating student-centered learning where they are learning based on their knowledge and not what a teacher is telling them to do and learn.  The instant feedback is also beneficial because the students will know right away what is working and not working and determine what their next steps will be (explore new options).

Not only does gaming have the previously listed benefits but it also keeps a person engaged in their learning.  The students are working towards goals and having fun working towards the goal.  I think about learning multiplication in 3rd grade.  My students have flash cards to learn and memorize their facts but it has seemed to be a slow process because a lot do not want to sit and recite facts all day long.  One of my students came in after Christmas break and told me she knew all of her facts.  I asked her how she did this and she said she played a bingo game on her iPad.  This showed me how gaming can truly help a student learn at a faster rate and still have fun with it.  This student achieved her goal and was excited to achieve her goal.  She received her instant feedback while playing the game.

What I also found interesting was the article, A Neurologist Makes the Case for the Video Game Model as a Learning Tool, on the increase of dopamine in the brain while playing a game.  Here you have research on the benefits of gaming within the brain.  Students are successful in gaming and when they receive the positive feedback from games they are creating more dopamine in their brains. 

As I play the game Setters I began to notice these skills being used.  I have to collaborate with other players to build a successful settlement and later to join a guild to attack leaders and take over more sectors to expand my settlement.  I am thinking through placements of buildings and strategizing attacks on other sectors.  This thinking requires me to socialize with others of what would be best and it requires me to research information on best practices within the game.  I notice my mistakes or accomplishments when my settlement is producing all materials needed to maintain the settlement or when the red exclamation mark pops up informing me that my production is missing or low on a certain product.  When this occurs I need to problem solve on how to make it better…do I buff a building temporarily (which is what I have been doing), do I level up a building, or do I build more or reposition my buildings?  I have to think through what would work best and sometimes it requires multiple steps to get through a problem.  The game keeps me entertained and engaged in my thinking, what more could I ask for?



Below I have listed multiple sources about gaming and a few notes pertaining to the benefits of gaming.

-"Food Force"- game that has students saving communities from starvation
-good for exploring complex social issues "peacemaker"
-hope to make games in 24 hours or less with real life issues such as with elections for people to respond and discuss

-virtual reality
-students work together as a team while having fun
-3-d technology that is curriculum based to help kids learn academic content
-eager to learn, see outcome, and eager to listen to what their classmates see
-you learn and interact with other people
-quicker than reading a book and you are more interested

-learn from failure- no stigma in failure
-constructing a picture makes it more meaningful than just looking at it
-a real genuine game will allow students to learn from failure
- remarkable transformation in students

-video game is a set of problems that you must solve in order to win
-theory of leaning behind video games- more complex what any kid will see in school
- surprised at how adult video games were
- schools teach the way they do because of testing- testing drives the system
- situated and embodied learning- solve problems of what you know
- two different school system- 21st century complex learning and school system giving you the basics


-kids assume roles that allow them to work collaboratively
-use one domain and apply it in another- higher level thinking
-games are complex to design and study

-"the three most recent cohorts of children-- those born in the early 1980s, the early 1990s, and the early 2000s-- have grown up in a world where digital games have always been an important part of their lives."
- average gamer in 2009 was 35
- feeling of working towards a goal
-problem solve
- collaboration, socializing
-open-ended, challenge based, truly collaborative games

-provides immediate performance feedback to players
-students are engaged to succeed
-will help achieve personal meaningful goals
-MMO (massively multiplayer online) games requires collaborative problem solving ---requires teamwork, leadership, and discovery

-role playing, refine team and group skills
-ideal method of assessing student knowledge comprehension by providing immediate performance feedback
-productive role of play, which allows for experimentation, the idea of exploration, and even failure
-training for militaries, simulations for skill training
-training for graduate student- ex. medical

-dopamine motivation- reward when brain recognizes success

-rewards- emotional, individual, and collective
- processes- wanting, liking = engagement
-ambitious
-link consequences to actions
-an element of uncertainty
-modeling predicts learning
-enhanced attention

-spend 3 billion hours playing games online
-intense concentration and deep focus
-optimism- shown on face of gamer (picture)
-shows what you are truly capable of
-achieve more in game worlds
-we become the best version of ourselves
-positive feedback, constant feedback

-lots of meaning behind games
-engaging and students are optimistic- who doesn’t want to pay a game to learn?
-steps on how to get in gaming in higher ed started

-improved eyesight
-process information efficiently

Saturday, January 18, 2014

Gaming as a New Paradigm


As I entered into an elementary classroom for the first time I wondered how I would arrange my classroom, what I would plan for my students, and how I would keep them interested and entertained while learning.  After meeting my students I began to realize that the students needed more than just pencil, paper, and lecture teaching.  I began to realize that the students needed technology because that is what surrounded them at home.  Many of my students could not wait to go home and play video games.  At this point I knew games would have to be included in my plans if I truly wanted to keep my students entertained.

I think gaming can be beneficial in any circumstance because people are learning when they are playing games.  People are thinking through situations, exploring new things, and in some circumstances socializing with others. Gaming does not just start off with knowing everything and “conquering” something without thought.  Gaming involves exploration, experiment, and challenging oneself. I think Clark Aldrich’s article, Virtual World’s, Simulations, and Games for Education: A Unifying View  (Aldrich, 2009), gave a perfect example of these steps by comparing them to a swimming pool.  A swimming pool is new to children when they first encounter it.  The children begin by exploring what it is by starting off in the shallow end.  The children then begin experimenting with what can be done with and in the swimming pool by holding their breath and doing tricks.  Finally they challenge themselves to go to the deep end and then take it further from there.  A child can do this with gaming.  They first explore what the game is about then they experiment with different things that can be done.  Finally they challenge themselves to reach new “levels” through exploration and experimentation. 

Are we ready for the new gaming paradigm?

In allowing children to explore, experiment, challenge, and entertain themselves I believe we should be ready for the gaming paradigm. The students are able to use devices and have grown up with technology surrounding them therefore I feel we are ready.  Computers and smart devices are what students feel comfortable with.  However, one thing mentioned in the video Game Changers was financial constraints that may block school systems from having technology available for gaming in the classroom.  As we notice in education the finances available is one the biggest challenges we face. I thought it was very interesting that there were tablets available for $35 in India that was similar to the iPad and an Android.  If we had this available for all of our students I think we would be able to afford the technology for classroom use.

Another factor that can hinder gaming in the classroom would be teacher education of technology and their comfort level with the use.  I hear all too much in my elementary building that technology is not used because teachers do not know how to use it.  A trend is noticed amongst the older teachers in the building who did not grow up with technology around them.  These educators are used to teaching with paper, pencil, and lecture and are afraid of change.  They are afraid of change because they are not given the opportunity to experiment and learn about the benefits of technology in the classroom.  I thought the article Immersive Learning for Teacher Professional Development (Burns, 2012) was very interesting.  I have never heard of an interactive classroom for pre-service teachers to practice teaching with.  Even though this program is expensive I think it would really help with all teachers to become more comfortable with trying new things without the thought of failure in front of an actual classroom. 

If the school systems start providing professional development opportunities to gain knowledge about the benefits of gaming and also allow a hands on approach to make educators feel more comfortable then I think every district will be ready to approach the new gaming paradigm. We as educators need to be open minded, notice the benefits, and allow change in the classroom. I feel the overall results would be more engaged students, student centered learning, and students reaching higher level thinking (bloom’s taxonomy). Teachers, with proper professional development, will feel more comfortable with technology and will not have to struggle to meet the different levels of students and struggle to engage students with their learning.  As for a district, I think you would notice a whole new morale of student engagement, participation, and enthusiasm.  You will have students who will want to be at school rather than feel they have to be there.

Overall, I feel we are ready but we need to make the steps to make it a reality. We need to start using the knowledge and resources we have to get to that reality.  We can easily create $35 devices, make an importance of professional development for technology, and educate on the benefits of gaming and technology use in the classroom.  We cannot accept that paper, pencil, and lecture are the way that has always worked and will always work.  The era has changed from that, we are now in a technology driven world that students know a lot about.  It is time we put their knowledge to use and challenge them to reach new levels while engaging them.





Aldrich, C. (2009, 12 12). Clark Chart. Retrieved 1 15, 2014, from Virtual Worlds, Simulations, and Games for Education: A Unifying View: http://www.clarkchart.com/2009/12/12/virtual-worlds-simulations-and-games-for-education-a-unifying-view/

Burns, M. (2012, 4). elearn Magazine. Retrieved 1 15, 2014, from Immersive Learning for Teacher Professional Development: http://elearnmag.acm.org/featured.cfm?aid=2181208

Game Changers. http://www.livestream.com/nytschoolsfortomorrow/video?clipId=pla_f5879bc8-7e85-435c-be01-17737bd28c6b