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As we continue to venture into the world of gaming and explore how its impact can not only improve the learning process, but can improve the entire world.  This week in particular, we not only continued to watch videos that express the importance of gaming in education, but we also began to read into the theory and practice of video games’s ability to change the world through Jane McGonigal’s book “Reality is Broken”.

Before further discussing the required topics, I believe it is necessary to share some personal reflection upon gaming and the current situation.  From this experience, I have further understood how the games can become addicting and even influence ones daily life.  For instance, I have found myself deviating from my work duties to jump into Settlers and make sure everything is running fine.  It is unfortunate, because of the nature of the game and its design, the island needs almost constant supervision, for mines quickly deplete, and nothing seems to remain sustained without the human aspect of the gamer making the decisions. 

Exploring the traits of the game, Settlers follows the basic design of goal, rules, feedback, and voluntary participation.  The goal is simple – continue to level up by meeting the various objectives that are listed.  Some goals are very easy to complete, while others remain on the list for future levels to be completed.  It’s just a reminder that there is much more to do, and that is just like dangling the carrot in front of you.

The rules of the game are similar to life – you need to work to make goods.  You need to trade those goods for other goods, and you must continue to work unless you want to lose everything.  Other basic rules include the searching for mines.  You just can but them, you need to search.  You must also fight to win your land back from the bandits, as well as explore adventures to continue to level up.

As far as feedback, the system provides you with a notice when tasks are met. In the case of Settlers, it is in the form of someone guiding you through the success.  Occasionally, you get an email from the King, asking you to work harder to make him happy. 

As this game is required for the class, one could argue that voluntary participation is not relevant for this game.  However, I have no doubt that many of you, like me have put more time into the game than required simply because you are engaged.  Hence, the whole purpose that gaming could improve education, ourselves, and our world.

The concept of gaming as a way to take on unnecessary obstacles never struck me as a possibility until I started to dwell upon the past games I have encountered.  Specially, I have been a fan of the God of War series since its inception.  As I am amazed at the graphics, action, and story, the immersion into Greek Mythology has fascinated me.  However, I recall the need to try additional special features of the game that allowed you to play against very difficult odds for challenges.  These challenges were more than just harder guys to fight, they entailed a little brain activity.  These challenges were not required, but the mere idea of not completing them drove me nuts.  I spent days on these various challenges, - some of which I gave up on.

Now back to Settlers, The verge of my skill set is rapidly growing due to the obstacles that must be overcome.  I need to obtain experience points, resources, and weapons.  It has enhanced my understanding of the gaming process and its ability to push your limits.

To conclude this blog, I reflect upon the emotional activation of the Settlers game. It is most satisfying when you are on an adventure and you finally beat the boss on the board.  Not only do you receive the awards in the game, but it makes you realize you are one step closer to the ultimate goal of level 50. However, as noted earlier – long periods of time in front of this game have not only interfered with my work, but have slowed me down from completing my school assignments on time.  With that, I now conclude so that I can finish up my current adventure in Settlers and level up to 35 real soon.

Benefits of Gaming

This week in ETPT 7980, we covered a vast amount of information through both documentation and video based on the benefits of gaming in education.  As everyone had their own categories for the benefits that come from gaming, I believe that Tom Chatfield’s summary of how gaming satisfies human need through the concepts of gaming was the best.  The most important take away from his talk was the simple gesture of emotional rewards “Wanting + Liking=Engaging”.  In education, learning occurs when the student desires to learn and finds some interest in the topic.

Relating what Chatfield says about games needing to be “Not too easy, but not too hard” and the current experience in Settlers, I see how this particular game follows such a rule.  I see spurts of tasks that are achievable, but then get discouraged with ones that are far from my reach.  It is the short term tasks that keep me going, but the ultimate goal is to achieve the longer tasks.  Specifically, the long term task of achieving the level 40 is a bit unrealistic at this point, but the leveling up every few days helps to increase my hopes.

Specifically, my experience with Settlers has following true with the suggestions offered by Chatfield.  The game allows you to measure progress through tasks and levels, the long term and short term gains are evident, you do receive rewards for your effort in battle, and rapid feedback is present.

However, one aspect of gaming that was no mentioned by Chatfield was suggested by McGonigal, and that was the “Social fabric” concept of gaming.   Reviewing the setup of guilds and the communication that is used between settler players is amazing.  Like McGonical shares, people are more likely to assist in a game than in real life.  I have had complete strangers offer me rewards and advice to further myself in the game.  Unlike the gaming world, it is less likely people would do this in the real world..

The epic win concept also struck me with surprise.  Not that it exists, but that it can be translated in such a way to offer educational opportunities to improve the world.  It is evident that many of the problems we face in reality can benefit from those who have a creative mind and the confident through their gaming ability. 

The categories that I believe gaming should consider is

1.       Higher Order Thinking (problem solving)

2.       Social Interaction

3.       Basic Human Needs

Gaming as a New Paradigm

This week I continued my adventure into "The Settlers" online game for ETPT 7980.  As with most games, getting started and figuring out how things work was a challenge.  As I continue to read into the impact gaming has on education as an "immersive environment" for educators, Burns (2012) elaborates on how such engaging activities can guide learners through problem solving and technical endeavors.  As I reflect upon the game we are currently playing, I can see how the engaging aspect can provide for a sort of addiction.  

Stepping back, I wish to discuss my thoughts on the brief video that was provided on the course site.  I can still remember a majority of these games, yet believe that there were far too many more that I found to make such an impact on my gaming history.  Games like "Frogger" and "Pitfall" provided an adventure, but in terms of education, few found a value in this at the time.  I now can say that the problem solving  and coordination (hand and eye) was not a complete loss.

Returning to the Burns article, I reviewed the list of various categories provided for "immersive environments" and recall my experience at BGSU when I was taking an on-line Introduction to Art course.  In this course, we were obligated to create a Second Life account and use this as a way to virtually meet for class.  As some would find this engaging, I thought it was a distraction from the primary objectives of the course.  In a case such as this, it was overkill.  In that respect, engaging and immersive environments should not be too complicated or difficult in the sense that it hinders learning and distracts from the primary course objectives and learning outcomes.

Reflecting upon the YouTube video "TEDx Next generation Asheville, the 16 year old student Jonathan Schenker makes a good argument for the need of gaming to be a integral part of the learning process.  As he quotes, "experience is what you get when you don't get what you want", I agree that in order to become engaged and retain information, you need to find an interest and enjoy the experience of learning.  Gaming can provide such a media to do both.

Now focusing on the questions at hand for this week, "Do you think we are ready for such a change?", I must agree that we are not only ready, but are in demand for it.  As mobile technology continues to grow, not only communication and entertainment follow, but the need for engaging and stimulating experience can open up the door for immersive environments that provide active learning.

As far as the results, we must be willing to accept that gaming, when properly aligned to learning objectives, can impact the retention of information process. As many learn from doing, we can consider this part of that hands-on experience.  Furthermore, we must consider that if gaming does not align, it will distract and hinder learning.  Simply put, you cannot just throw students into a game and expect them to learn.  Instructors must consider the objectives of the game and how it contributes to higher order thinking.  Students should also be aware of what they will get from the game so that they can focus on objectives and understand why the game is being used.

In terms of how might it affect students, teachers, and educational system,well, the cost of implementing games is of no concern considering a vast majority of games are provided, free of charge on the web.  As students would without a doubt embrace gaming, teachers and administrators may be more reluctant to do so.  It is the responsibility of the teacher to provide sound learning outcomes that can be accomplished through the gaming process, and ensure that learning objectives are clearly connected to those objectives found in the gaming environment. In some cases, the game or simulation may be the means to measure if the educational outcomes are being met.

My Gaming Experience

My Gaming Experience. . ..

As far back as I can remember, gaming has always been a part of my life.  I had an Atari, a Sega, a Nintendo, a Playstation and an X-Box.  As I began my education in digital media, the creation of gaming was never my motivation unlike others who solely enter animation to develop games as a career.  I was more fascinated with the story and the adventure than the graphics.  When I began to teach digital media, I found that the demand for gaming design had grown from entertainment to an educational need.

As a student, I have not had many instances where gaming was used, but as a professor I tried to find ways of adding interactive challenges that engaged the user while providing some lesson - obvious or hidden.  In my current job, I am tasked with learning analysis and curriculum development.  My job is to find gaps in knowledge and skills and develop learning plans.  Sometimes I need to develop the curriculum from scratch, but other times I can recommend pre-made content that is offered by my company.  In these lessons, gaming is not obvious, but simulations and interactive activities are used to provide engaging experiences while providing vital lessons to manufacturing professionals.

As I look ahead to how gaming can be a benefit to education, I begin to realize how the various delivery methods of gaming exists and how they impact education.  I also believe that if properly designed, a game can offer both enjoyment and education, adventure and knowledge, a challenge and a reward.  As games call upon cognitive function, problem solving, and critical thinking - what better way to develop and understanding of a topic than entertaining the student through various lessons in the form of a game.