Today I was presented with a variety of questions regarding my project. Although these questions were very similar to last weeks questions I went more in depth. This week I conducted a second trail for my experimental game. I was very satisfied with the outcome. Not much was really done to change the game. All rules and regulations remained the same. However, I did decide to change a few people from the initial first trail to this weeks game trail. I observed how others interacted to new faces and many of them were very enraging and friendly. This gave me a better insight to how my game was helping those of which were shy at the start are now at the other end of the situation and starting up conversations. Overall we all shared good laughs and fun. I anxious to know how far this game can go and what other outcomes may arise from this experiment.
In my Pre-Alpha Playtest, 6 subjects were used and they were recruited from Ocean Hill Collegiate Charter School (elementary age children). Besides the material used in the game, the data collected was presented through written observations; pen and paper. The game was presented by explaining the rules of the game to the subjects, in addition to a quick demonstration of how the game should be played. The conditions created included one subject being the “teacher” in the game while the other subjects were categorized as the “class”. The “teacher” was asked to teach the “class”; whereas, the “class” was to learn various dance moves being taught by the “teacher”. I collected data by observing the subjects and writing down the reactions/results of the experiment. The outcome of my experiment went fairly well. With the game’s original purpose to exercise memory (which it did), it also turns out that the game employs the subjects to engage on a social interactive level resulting in the development of a higher self-esteem or confidence levels.
The name of my game is Ballet Fun 101. The learning objective of this game is to improve the players’ muscle memory by recalling various dance moves taught to them in a limited time. The dominant form of interaction the player(s) have with the game is verbal and physical (moving your body). This supports the learning objective because the key of the game is to engage players through physical interactions in order to enhance the ability to recall/remember. The systems which are most affected by the game design include cognitive and social processes. 5 or more players are engaged in the game. The game is both competitive and cooperative. It it competitive in a sense that players are compelled to remember dance moves in order to receive points in regards to how many dance moves a player can display through memory. As far as it being cooperative, one player has to comply with the other players in order to teach the [ballet] dance moves that has to be recalled. The primary objective objective of the game is to allow school age children to use ballet in order to enhance their memory through muscle memory which is theorized to work hand-in-hand with your brain’s actually memory. The main character of the game would be the player who plays as he “teacher”; they have to teach the other players (or the “class”) ballet. Play cards/Flashcards are used in order to display the various ballet moves that should be learned. Players interact with the system by engaging and listening to the “teacher” while they teach ballet and they receive feedback from the system by earning points for everything they remember. Recalling/remembering is a very meaningful choice in the game. These choices relate to the objective because the learning objective of this game is to improve the players’ muscle memory by recalling various dance moves taught to them in a limited time. The game is very easy to play and it doesn’t take long to learn the game being that the game has easy/simple rules. Players learn how to play by participating in a quick demonstration in order to get a feel of the game.
my name of the game us best of both worlds. in my experiment there were 6 subjects were used. three students at a formal environment and three students at an informal environment. they were recruited randomly. the conditions were they cant discuss the answer with each other and they can’t re watch the video. they were assigned to these conditions by the game rules and the testing that will be given after the game. the subjects demographics were a video and pictures. the materials i used to collect data is iPads which stores the game scores and when they take a test. the score will be also measured. the game was presented by showing them how to play from the beginning to the end. the responses were measured by a test and game scores. the conditions i compared are informal environment and formal environment to learn definitions. they were asked to watch the video then answer the questions in the game which helps them remember the definitions of each word that was presented in the game. i explained it to the subjects by visually showing them. i collected the data from the quiz scores and the test scores. the outcome of my experiment was great because as i predicted the informal setting did have a better result in the whole study.
|the game is trying to teach students easier way of learning definitions. the learning experience the game is trying to create is help students learn which setting is relevant for them to learn faster and better.
|the dominant form of interaction the player has with the game is on an iPad while being at a formal setting or at an informal setting. this supports the learning objective by helping the students and teachers know how can you make learning fun for students.
|cognitive and social behavioral processes is most affected by this game design. cognitive behavioral process helps the students think and put together from right to wrong with the definitions and the social behavioral process is what will determine if the students can do better at the game if they interact with a partner or if they’re at a different setting.
|the number of players engaged in the game is 1to 2 players. the players can pick the options on if they want two players and they will receive the same words in different screens and while they play the game player one and 2 will be able to view how far has each of them gotten and how much they have scored.
|the primary objective of the game is to learn definitions fast and finish all the levels. yes the game objective does reinforce the learning objective
|the rules of this game is to view a story (video clip) where they say all the words that will be tested on them during the game and the game will be able to show a picture of the vocabulary word as a hint for 5 seconds but they will lose point overtime they pick hint. this complements with the learning objective because it will help the students play more attention to the video and never think about using the hint.
|the items that are occurred during the game is a video with scenery with a book that open with definition and three choices of words to pick from and a hint button on the side to view a picture that will determine the answer. no resources are spent and no governs the exchange of resource.
|the game elements are introduced by showing a video clip to the children or demonstrating a reading to them and in that demonstration the vocabulary word will be presented and if they have got the context clue, it will be easy for them to maintain it and solve the questions afterwards without using their points.
|the game prevents in players from getting distracted and they will have to stay still and play attention to them clip. this can be fun because they get to explore how the words can be learned in an entertaining way instead of just writing it down in the book. it will contribute the objective by them learning the words sooner.
|the game ends after they have completed all the elements and have learned all the words they are supposed to know. the outcome complements with the objective because it shows how fast each students have learned the words without using hint.
|the main character in game is the student who picks the answer and the motivation for the student is to complete all levels.theres isn’t any relationship
|the challenges thats presented is learning the definitions. the player must master to learn the definitions
|the game takes place in realistic world
|the general premise of the story is watching the video clip and answering the right answer for the definitions.
|it uses linear narrative. they interact with narrative by watching the video
|the game is playful in a way to learn new words. the most prevalent play is picking the answer and getting it right. it doesn’t apply
|the tension is there when the player doesn’t know the answer. the resolution is controlled when they go to over levels. the only time the game creates a conflict is when the player doesn’t know the answer.
|papers, cards, video clip, pens, iPad, pictures
|no object property is required for the game
|learning the words and the definitions are the only object behaviors thats needed
|the basic relationships between the system elements is looking at the video and trying to use context clue to figure out the words when they start the game. chasing the right answer controls the dynamics of the system
|no the game doesn’t have that
|the new system that emerge is when the students can skip levels. yes there procedurally generated systems
|the information on how to play the game is exposed and the benefits of the game is exposed. what is hidden in the game is that it is an experimental game. they interact with the system by starting to play the game by watching the video.it is controlled by the player on how much he learns. they will receive feedback after the game is over.
|yes it is a fully functional game
|yes the game is complete. there isn’t any voice that is not being represented
|yes it is balanced. yes there is dominant strategy. yes the game is symmetrical.
|yes the game is engaging. they support the elements by interacting with other players and their skills to learn the words by playing.
|the choices on how easy it is to learn new words is meaningful. it relates because it helps the players learn new definitions.
|there isn’t any part thats broken. the part on using the hint is micromanaged. the part to watch the video is stagnant. the inconsequential choice is using the hint if they don’t know the answer.
|it is very easy to play the game and it takes about 1-2 mins to learn how to play the game and they learn it by instructions.
Rise to your Ability the scavenger hunt. For my scavenger hunt all together there are 12 subjects. There will be 4 subjects in each group which means all together there will be 3 groups. They were recruited in a shelter by taking a 2 question survey. One question was asked if they would like to participate in the study and the next question is how long they were homeless for. This was just a way of getting their consent and if they said yes then they was placed in a group which best fit they level of homelessness. The age group is 18 to 30 years of aged. There gender, race or ethnicity does not matter in this study. The experimental group will be the groups that will be playing the game and the control group would not be playing the game. Subjects were assigned to their conditions based on their type of homelessness which are new entry, chronic and episodic. The subjects demographics were determine on the amount of time they was homeless for.
This game was presented to homeless people that live in a shelter. They were measured on their types of homelessness and how well they did on their skills performance from a scale of 1-10. In the scale 10 would be extremely good and 1 would be extremely bad. The conditions I created were 3 groups. The chronic, episodic and new entry group. Each group has 4 people each and they have to work together to play the game. Each subject was asked to perform a task which would develop or enhance a skill that can help them find a job. They also have to exchange cards with people to receive things that can help them. In order to play the game, the game director well explain how to play the game to the subjects. He do this by reading them basic instructions on how to play the game. This game is really simple so it should be hard to play.
I collected my data from 3 people that i assigned to take score. Each person is assigned to one group. Their job is to rate the subjects from a scale of 1-10 based on how well they performed the still asked. I didn’t have an opportunity to test my subjects on people that live in a shelter but I tested it on my friends. The outcome of the game was great. Some of my friends did well on all the skills that were asked. I believe I should have made at least 2 of my task hard so that it can give them a challenge. They did so well on the task that I think my game was too easy. Most of the subjects scored an 8 or better and most of them took two minutes to complete the task. When I compared my results with the control group I find that the people that played the game did good. I believe they did better because they show an effort that they want to do better than the people that didn’t do anything at all.
Today’s blog will be about will be about the steps post Pre-Alpha for Black In America
METHODS: For the first play-test only 5 subjects for were used. They included two members from my family, two of my fellow class students, and my professor. They were asked to participate in my games first play-test and if they accepted they were allowed to participate. For this test there was no exclusion criteria, I wanted the opinions of anyone willing to participate to get general feedback. The condition included only one play through which tested the story line. The choices of the subjects were very limited just to see if the mechanics worked. 3 of the 5 participants were between 20 and 32 and the other 2 were younger than 60. Of the 5 subjects 2 considered themselves Black/African American, one considered themselves mixed, and the last 2 were Hispanic and Caucasian respectively. Of the 5 subjects 2 were male and 3 were female.
Apparatus: I used paper, pen, whiteout, and a stapler to collect data and adjust the materials as needed for the follow up play test. The game is supposed to be digital so the play testers were presented with a paper play through version of the game. Each page had choices that were circled like buttons and labeled. Once a player selected a choice the games response would be on the appropriately labeled page and the player would be able to view what would happen next within the game. I was there to observe and take notes of the players’ reactions and suggestions.
PROCEDURE: The conditions included choices that would lead to a prosperous future and choices that would lead to a fruitless future. In both conditions the player was presented with Racial Microaggressions in the form of speech bubbles with quotes form figures of authority and they were given choices as responses. There is initially an option for backstory on the first menu page. Since I did not create the backstory page I verbally relayed the backstory to the players when they selected that option. The data was collected in the form of notes I recorded on a separate sheet of paper for me to review later when making more edits to the game.
RESULTS: The most substantial change I was made aware of that also will help with future data collection is the type of story line used. Making the story line linear delayed branching style I can record the stats of player’s choices. For the sake of recording useful data I can change the responses to RMA to coincide with the 5 domains associated with microaggression. The data I collected so far was only to help with the formatting of the game and the mode in which I could collect data in the future. Therefor eat this moment I am unable to provide descriptive or inferential data pertaining to the internal elements of the game dealing with microaggression.
Again thanks for reading!
Tune in next week for the progression!
GAME ELEMENTS ANALYSIS
Game title Get smart
Subjects – How many subjects were used? How were they recruited? What inclusion/exclusion criteria were used? What were the conditions? How were subjects assigned to conditions? What were the subject demographics? One participant at a time, the conditions were you have to be dyslexic to be a participant.
Apparatus – Apart from materials that make up the game, what materials did you use to collect data? How was the game presented? How were responses measured? The response was measured by the willingness of the participant to continue playing the game.
Procedures – What conditions did you create and compare? What were subjects in each condition asked to do? How did you explain things to the subjects? How did you collect data? The conditions were if you can’t pass one level you can’t go to the next. The explanation to the participants were, 3 steps; (1) listen, (2) type, (3) find the word in a sentence. Data was collected at the end results of the participants, that are the rewards accumulated during the game.
Describe the outcome of your experiment. If you collected data, include descriptive/inferential statistics that describe the data within groups. The experience was quite great because the game was not complicated at all, and the participants found it to be fun.
I have added the finishing touches on my project and it is fully complete. I am having somewhat difficulties downloading Unity. I will try to establish a method of resolving this issue. Afterwards I will be completing week 7 tutorial and week 8 tutorial. Unfortunately I will submit late but it’s better than never. I just need some more time to install it on my desktop and complete the tutorials in order to catch up with the coding.
Speed into Fractions
An overall look into my game, my population of interest are NYS elementary students with a mixture of 4th and 5th graders. My subject was 200 students that were recruited. One elementary school from each borough will be selected. 40 random students from each of those schools will be chosen. 20 students will play the game and the other 20 will focus on learning regularly based on teaching strategies from teachers. Over all 100 students will be playing the game.
The game was not presented to these schools, but it was presented to a small group of students.The game was playable. The deck of questions to the game was based on grade level. The way I would collect data is based on how well they answer the questions. (amount correct/wrong) and type of question they worked on.
The game was only presented to a group of four students.
Conditions I created was control group and experimental group.The control group was the 100 students who are not playing the game and the experimental group are the students who are playing the game. I explained the procedure to the students on how the game will be played and it was easily followed. Once the game is more ready to play, students will be able to play a few more rounds. For now a small group of 4 students is playable to test to the game.
The outcome of my experiment went well, I personally believe it was playable. Results may vary.