Voice Thread transcript reflection below:
“People enjoy games and learning when…” What did you find
meaningful about Becker’s emphasis on fun?
I found it meaningful when Becker wrote, “Clearly there is something else at
work beyond pleasure or entertainment,” when gamers are playing a game. So to
complete the sentence, people enjoy games and learning when the person feels in
control of the game and learning. Even if they fail a good game design draws
the person back until they learn how move through the challenge. After reading
this chapter I have to wonder, can game designers create educational games that
will attract all learners? I feel the gaming industry has been so successful
because they have variety on their side. Meaning the players can select from
many different genres until they find one they like. This is what I believe has
made gaming so popular, share variety.
What are your impressions
of Gagne’s 9 events relative to gaming and learning?
I agree with Becker, “Good games meet virtually all
the criteria listed,” in Gagné’s Nine Events of Instruction.
What credence do you give to Merrill’s first principals
of instruction as applied to gaming and learning?
Merrill’s first principals, as applied to gaming and
learning, is true because:
1.
In education teacher are always taping
into prior knowledge to help develop new concepts. In gaming this can be compared
to the back story of the game.
2.
In education teachers model learning
behaviors they want their students to follow. While in gaming the player learns
what is needed to succeed by any number of avenues, like video, audio clips, etc.
3.
In education teachers provide
worksheet, projects, or other assessment to allow the leaners to apply new
skills. Games do this by having the player advance levels or rewarding them.
4.
In education teachers have
students work in groups to use the new skills or concepts and the student help
each other learn. In gaming this is done IM, chat rooms, Wiki’s, etc.
Do you find the concepts of Gardener or Kiersy
valuable or relatable to the topic? Is one more valid or meaningful in your
sphere of influence?
After reading this chapter I feel that both concepts
can be related to gaming, but this is interpretation of each person’s
understanding of the concepts. For me Gardener’s Multiply Intelligences are
more of a guideline into how people learn. As research has already established that we
all learn difficultly and Gardener has tried to categorize how people might
learn and the can be said for Kiersy Temperament Sorter.
Do “good games” already embody sound pedagogy in their
designs, as Becker eludes?
This is a personal view point because I believe game
designers created the game because people like playing it. I don’t think they
really understand why building a game in a curtain way worked, they just knew
it worked. If you look at pedagogy as Wikipedia defines it “is the study
of being a teacher
or the process of teaching. The term generally refers to strategies of
instruction, or a style of instruction.” Then yes there is a sound pedagogy in commercial
game design today.
What meanings can you take away from Becker’s assertion that
instructional design for games must “come out of the game design itself”? Are there
any take-away points you would add?
Form my own experience with games in education I agree with
Becker because games or “toys” like Jump Start software is a fancy drill and
practice game. Whereas games like World of War Craft the players are in control
of game unlike Jump Start where the game is in control of the player. My
take-away from this article is a good game allows the player to control the
pace and learning of the game instead of the game controlling what the player’s
pace of learning.
National Standard: ISTE NETs Teachers
Grade: Professional
Subject: Technology
Sub-Focus: None
Standard: ISTE 3: Model Digital-Age Work and Learning
Details: Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital
society. Teachers: a. demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies and situations. b.
collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation. c. communicate
relevant information and ideas effectively to students, parents, and peers
using a variety of digital-age media and formats. d. model and facilitate
effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning.
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