Project 3 – Poster Final
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Monthly Archives: May 2016
project15-final project
Week 16 Milestone: Final Project
To better inform the design of your games, it is useful to play completed games and critically analyze their components. Select a game that interests you from the Games For Change web site (http://www.gamesforchange.org/play/). Play the game to completion or, if there is no ending, until you have mastered the system. Use the worksheet below to guide your critical analysis, but feel free to add to this template as needed. Not all areas will apply to every game, and the questions listed below are only meant as a guide. Consult your text for terms you don’t understand. Publish your analysis in expository form to your ePortfolio as a critical game review. Submit a copy of your worksheet to the appropriate link in Blackboard.
RUBRIC
| Needs Improvement | Satisfactory | Excellent | Points | Comments | |
| Responded to all the relevant categories in the worksheet in a substantive manner | Needed to address several categories in the Worksheet. | Addressed most of the relevant categories, but did not demonstrate mastery of the concepts. | Addressed all of the relevant categories in the worksheet, and demonstrated mastery of key concepts as they relate to the game. | 30/30 | |
| Published critical review to the ePortfolio | Did not publish a critical review for the public. | Published a review in expository form, but the article was not accessible by novices and experts alike. | Translated all the content from the worksheet into expository form. Wrote an accessible article that could be appreciated by novices and experts. | 10/10 | |
| APA formatting, writing style, grammar, spelling, and punctuation | Article not formatted in APA style. Many issues with grammar, spelling, and punctuation. Does not include citations and references when appropriate. | Article formatted in APA style, but there are errors. Some errors in grammar, spelling, and punctuation. Inaccurate citations and references. | Article formatted in APA style. No errors in grammar, spelling, and punctuation. Includes appropriate citations and references when needed. | 10/10 | |
| TOTAL | 50/50 |
WORKSHEET
| GAME ELEMENTS | ANALYSIS |
| Game title and authors/company | Health Genie by Cristina Martinez |
| URL where the game can be found | |
| LEARNING ELEMENTS | |
| Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? | It is trying to teach people about the gene mutation MTHFR and for those who may have it already, how to maintain a healthy diet. |
| Primary game mechanic – What is the dominant form of interaction the player has with the game? How does this support or obscure the learning objective? | It is a board game, players have to pick the healthiest foods from a pack of cards before the timer and whoever has the most wins, the game does enforce the learning objective because you learn which foods are gluten free. It begins to be easy to remember because you look at the name, picture, and player may say the food out loud and that becomes a better chance of it staying in the players mind. |
| Physiological/cognitive/social/behavior processes – Which of these systems is most affected by the game design? How does the design attempt to affect this system? | All are used; you need to think about what foods are healthy for the child. When the child is ill, that may affect the player’s behavior and make them feel frustrated. I plan to affect the system by having a lot of foods surrounding the baby and the player has to quickly choose which foods are good. If they choose wrong, the baby’s health decreases. There will be a pop up doctor that will show up giving tips and suggestions.
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| FORMAL ELEMENTS | |
| Number of players – How many players are engaged in the game? How do players interact with each other and the game (e.g., competitive or coorperative)? | 2 ore more players can play this game or as many the cards can allow |
| Game objective – What is the primary objective of the game? Does the game objective reinforce the learning objective? | The player needs to keep the baby’s health up by feeding the baby healthy food. |
| Rules and procedures – What are the rules of the game? How do these complement or conflict with the game and learning objectives? | The rules are in the amount of time given; feed the baby the correct foods. You cannot trade cards unless you get a special blue card. You may get a free pass if you get that in your stack of food cards. This may conflict because the player can simply throw down any card and not really learn the whole point of the game. There are specialty cards. Cards that can add extra time, give free passes for more points, or trade cards with a player. There is a card that guides the player on what to do each level. The players have to look at it before they begin the level so that they know which food stack to use.
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| Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? | There are specialty cards. Cards that can add extra time, give free passes for more points, or trade cards with a player. Depending on the level and what foods are used determines the factor of the cards.
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| Conflict – How is conflict between players or game elements introduced, maintained, and resolved? | There is a card that guides the player on what to do each level. The players have to look at it before they begin the level so that they know which food stack to use.
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| Boundaries – How does the game prevent players from behaving in a certain way? How might this limitation be fun? How might it contribute to the objectives? | You can only use what is given to win the game. You must pick the right card or else you lose. You have to think quickly and another person is challenging you. |
| Outcome – How does the game end? Does the outcome conflict with the objectives? | The game ends with one of the player’s winning by having the most correct foods.
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| DRAMATIC ELEMENTS | |
| Character – Who is the main character? What is their motivation? What is the relationship between the character/avatar and the player? | The main character is the baby. Everything is centered on it; the health of the baby is how you win the game so that is the motivation. The player needs to figure the baby out to win so they have to work together in a sense. |
| Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? | The challenge is to beat the next person at passing the correct foods into the baby’s mouth. They must master moving fast as possible and understanding what food is healthiest. |
| World building – In what fictional world does the game take place? | It takes place in this time in a regular family home kitchen. |
| Premise – What is the general premise of the story? | The background story is about a child being diagnosed with the gene mutation MTHFR and the parents need to change the babies diet. This game would be more appealing to killers and achievers.
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| Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? | Linear |
| Play – In what way is the game playful? Of the many types of play, which is most prevalent? Which of the players in Bartle’s Taxonomy is most likely to enjoy this game? | Killers and achievers because they are the most competitive and would want to beat the game. |
| Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game? | Depending on what the child is fed, controls what consequences are to follow |
| SYSTEM DYNAMICS | |
| Objects – What objects are used to build game systems (e.g., houses in Monopoly)? | Different types of food |
| Properties – What object properties are required for the game systems (e.g., house values)? | Gluten free food |
| Behaviors – What object behaviors are required for the game system (e.g., buying)? | Eating healthy fresh foods |
| Relationships – What are the basic relationships between system elements? What controls the dynamics of the system? | Everything is connected, the baby relies of the player (aka the parent) and depending on what the parent chooses to feed the child will affect the baby’s overall health. |
| Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? | N/A |
| Emergent systems – What new systems emerge from game play? Are there procedurally generated systems? | As the game progresses new factors may pop up. For example, alcohol and cigarettes and be mixed in the deck. |
| Interacting with systems – What information about the system is exposed to the player and what is hidden? How do players interact with the system, control the system, and received feedback from the system? | Everything for the most part is exposed. Players just need to follow the cards and depending on what specialty cards are in their deck they can have more control than their opponent. |
| FUNCTIONALITY, COMPLETENESS, & BALANCE | |
| Functionality – Is the game fully functional? |
Yes |
| Completeness – Is the game complete? Is there a voice not being represented? | The game is complete. You see the react ion of the player and the baby through out the game. Such as the health of the baby can decrease or the player is becoming more stressed at figuring out what to feed the baby.
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| Balance – Is the game balanced? Is there a dominant strategy? Is the game symmetrical? If not, is the imbalance intentionally part of the design? | Yes it is there are rules set and game pieces |
| FUN AND ACCESSIBILITY | |
| Fun – Is the game engaging? How do elements that support engagement promote or obscure learning? | Yes you have to actively participate and by how fast paced and competitive it is, it helps increase learning. |
| Player choice – What choices are meaningful in the game? How do these relate to the objective? | It is important to choose the right foods. |
| Fun killers – Are there parts of the game that are broken? What parts feel like micromanaging? What parts of the game are stagnant or boring? Are there insurmountable obstacles, arbitrary windfalls/calamities, or inconsequential choices? | The only fun killer is that it is very easy to play the game. There are not that many situations or obstacles to make the player think of other ways to win the game.
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| Accessibility – How easy is it to play the game? How long does it take to learn the game? How do players learn how to play? | The only fun killer is that it is very easy to play the game. There are not that many situations or obstacles to make the player think of other ways to win the game.
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Project 9- Poster
This is the final look of my poster for my game design.
project15-final poster
Project 3- Final Project
I’ve completed a final version of Cloud Nine this week. The learning objective in this game is to help inform and teach people about marijuana.The dominant form of interaction that the player has with the game is guessing the object on the cards. This supports the learning objective because the teammates will help the player guess the noun. And each card has definitions of these key objects.The system that affects the game design is the physiological aspect of the game. The design affects this system because things that they learn from this game will influence their actions after the game. This also affects their behavioral process and also their cognitive because players are retaining and learning new information.
A total of 8 to 10 players can engage in the game. The players interact with the each other and the game in both a competitive and cooperative way. Players compete with each other because they are all trying to win the game and lose all of their chips. Players are cooperative because they are trying to help each other guess the answers.The primary game objective of the game is to teach people about marijuana. The game objective reinforces the learning objective because players are helping each other learn and they are able to learn by helping one another.There are no items accrued in the game. No resources are spent. Conflict between players are introduced with the chip system initially everyone starts off on the same level but as the game progresses and people begin to loose or gain chips the conflict is maintained. This is only resolved once there is a winner.The player only prevents the players from knowing the information of the game. This limitation is fun because players try to guess the answers, or guess “who” or “what” they are. This contributes the game objective because players are learning while playing. They’ll be able to learn key facts about whom and what they are.The game ends when one player has managed to lose all of their chips. But if the game has been going on for an extended period of time the game ends with the person who has the least amount of chips.
The rules of Cloud Nine :
• Players cannot see their cards.
• Players can ask questions to obtain the answers
• Players cannot ask questions which gives away too much hints. This includes questions which spell out the answers.
• The game begins with the person who has guessed the least number between 1 and 10.
• Players start with 3 chips.
• Each player has 60 seconds to guess an answer.
• Each player must witch their cards after their turn has gone, whether it was guessed correctly or not.
• If a player is unable to guess their card right they must switch their cards. After two rounds of guessing their cards incorrect the player will gain one chip. A player with a total of 6 chips is disqualified from the game.
• The player with the least amount of chips, or the player that loses all of their chips wins!
There is no main character in this game. Players are only motivated to loose chips. The challenge presented to the character is both losing their chips and guessing the item on the index card. The skills that players must master are which questions to as that will help them obtain the correct answers before time runs out. This game does not take place in a fictional world. There is no story line so there is no general premise to this story. There is no player interaction with the narratives and there is no narrative in this game. The game is playful because like the game of charades players must guess who or what they are. It’s playful because teammates are able to interact with each other and help them all while trying to win on their own. According to Bartle’s Taxonomy, achievers, explorers and socialize-rs. Tension and resolution are controlled in the game when players are disqualified but it is controlled because players have another opportunity of rejoining the game once it is over. Initially everyone might not perform well but once they become accustomed to playing the game and understanding the rules and mechanics they may do better. The only objects used to build this game are headbands with a little slot; index cards an hour glass and clear plastic green chips.The objects required for the game system are the index cards the green chips, the headbands and the hour glass. There are no behaviors required only asking questions and guessing.The thing that controls the dynamics of the game is the questions players ask. These questions may either be beneficial or harmful to the player. In other words it may help them guess the answer or it will not help thin in no way.This game does not exist in an economy and no new systems emerge from this game. Players know that they need to ask questions but the index card with their item is hidden from them. They are allowed to see their teammate’s cards but they cannot see their own. This generally helps the players help one another. Players receive feedback from the system through their peers. They also receive feedback when they gain or lose chips for guessing the correct or incorrect responses.
Cloud Nine is a fully functional game. All voices in this game are represented and the game is complete. The game is imbalanced but this is done to promote player interaction and the learning objective. The game is engaging players help one another and are able to interact with one another. This supports the leaning objective because players help each other learn the material. The choices that are meaningful in the game are the questions players ask. This relates to the objective because players ask questions in order to obtain the answer on the card. The cards contain facts form both the NIDA and the NIH, both websites which contain information about marijuana. The only fun killer in the game will be if players were playing the game for an extended period of time. Another fun killer can potentially be the coin system if a player constantly loses they may not be motivated to play. It takes roughly about 10 minutes for players to familiarize themselves with the rules of the game before they actually play this game the correct way. Players are given a sheet which thoroughly explains the rules of the game. This game is a fair game.
Week 16 Project 20
Here are the final project and poster for my experiment that I conducted. Conducting the experiment on over 30 candidates increased the amount of data collected. I received positive feedback from the participants and bystanders. Accumulating my data I have incorporated this into my excel graph and chart. Finding out that a game can enforce extrovert behavior in introvert students is a good accomplishment. Some students do not have the ability to express themselves through participation in class because some may contain fear of having the wrong answers. Letting these students participate in this game allowed them to express themselves and conduct participation among their peers. Allowing them to do this, they adapted extroverted behaviors in which they did not have before. Eliminating social anxiety, and introverted behaviors in students will promote excellence and the ability to answer questions in their classroom without the fear of being incorrect.
Project 9- Final Project
Rise to your Ability- The Scavenger Hunt
This is the final information for my project. This game is trying to teach homeless people that live in shelter different skills that can be useful for a particular type of job or to help make their life better. The goal of this game is to help homeless people find a job base on the skills they preform best. Also to help them find places around the area that can benefit them. The learning experience is being able to gain new skills that can help them get out of homelessness.The dominant form of interaction the player has with the game is the ability to do what they want. They have the free will to choose how to play the game. But there are certain rules they must follow. For example the player cannot more on to the second task without completing the first task. This supports the learning objective because each gamer has to experience the skill intended so that they can learn it and use to better themselves. The behavior processes system is most affected by this game design. The game design attempt to affect this system because everything about this game is based on the gamer’s behavior by how much they are motivated to do each task.
This is a single player game. The players can interact with each other. They can help give directions to the location of the task but they cannot help them on the task. This game is a competitive game. It is competitive because each player is aiming to win the game because there will be a big prize for the person who did well on each task given. The primary objective of this game is to allow the homeless players to broaden their skills so that they can find a job based on the skill they are really good at. Also so that they can use those skills to make their life better. The game objective reinforces the learning objective because both are trying to achieve the same purpose.There are a few rules to this game. Number one, each player is not allowed to move on to another task without completing the task before it. Number two, no cheating. When caught cheating the player will have to wait 5 minutes before continuing the task. This complements the game and the learning objective because it gives everyone the opportunity to develop the skills intended.
Throughout the game players are given the opportunity to collect fake money from each task completed. Each card has a certain amount of money that will be awarded. The resources can be spent by collecting the fake money from each take to trade it in for something they may need to help them better their lives. The fake money is what governs the exchange of resources.Conflict between game elements is introduced by how well the player knows the area they live in. There is a possibility they may get lost or doesn’t know where a particular place is located. It can be maintain by asking someone for directions or search around until they find the place. It can be resolved by asking people on the streets direction to a particular place.This game prevents players from behaving in a negative way because they need to be positive in order to beat the game. This limitation is fun because it builds their character and determination skill. Makes them want to strive to win against the other players. It contributes to the objective because they gain skill just by working hard and having the mindset to beat the game.This game ends by receiving a grand prize. The player that wins gets awarded with a lot of money and a job interview for the skill, which best fits them.
This game is playful because it has a lot of mini games in this one big game. All of these plays are most prevalent because each is working on a particular skill for the player. In Bartle’s taxonomy all the different types of players are most likely to enjoy this game.The information that is exposing to players is the grand award they will achieve if they win the game. The information that is hidden is that each task they go through they will gain a new skill that can help them better themselves. Players interact with the system good because they will gain a lot from it. The players control the system by having the free will to do what they want. The players receive feedback from the game by the awards they get from completing each task. Also by how much they score on it from a scale of 1-10.
This game is fully functional.This game is very easy to play. It does not take long to learn how to play this game. The instructions are direct and very easy. The players learn how to play by listening to the direction of the game spoken by the game director in the beginning of the game. Also by the directions presented on the card. I believe the outcome come of my game will will answer my thesis question and it will make my hypothesis true.
Project 4 – Final Project
Hey Guys , I’ve been slacking with the posts lately I apologize for that. But this semester has been going great , I can now say I have successfully created a working game. Never give up guys , work with what you have!!! So I am going to do something different Guys I actually want to show you the rubric that I used to analyze my Game . If you guys are interested in creating your own game you can also follow this rubric ( credit given to Professor Duncan).
| GAME ELEMENTS | ANALYSIS |
| Game title and authors/company | Med-Races -Jared Bowen |
| URL where the game can be found | Paper Based Game |
| LEARNING ELEMENTS | |
| Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? | Effectively give prospective Nursing majors an insight into the field of Nursing. |
| Primary game mechanic – What is the dominant form of interaction the player has with the game? How does this support or obscure the learning objective? | Mastery of Content. This allows the player to effectively learn while playing the game whether getting the answers right or not The player must use general knowledge to effectively make correct decisions/ answers to move on in the Game. |
| Physiological/cognitive/social/behavior processes – Which of these systems is most affected by the game design? How does the design attempt to affect this system? | The most affected system is the cognitive system which is dealing with Decision making. This allows the player to think from their own knowledge and in-cooperate in into the game. |
| FORMAL ELEMENTS | |
| Number of players – How many players are engaged in the game? How do players interact with each other and the game (e.g., competitive or coorperative)? | There can be a number of 3-4 players. The game is competitive. |
| Game objective – What is the primary objective of the game? Does the game objective reinforce the learning objective? | The primary objective of the game is to climb the ladder to the top and become the next Head Nurse. Yes the game objective reinforces the learning objective. |
| Rules and procedures – What are the rules of the game? How do these complement or conflict with the game and learning objectives? | The first person to start is determined by rolling dice, the higher the number wins. The dice is rolled each time a card is drawn. There is an Admin in place of holding the cards and keeping count of each player’s correct decisions. The Admin also keeps track of the time the player has to answer the question as in each level the time decreases If the player gets a questions wrong one the other players may be allowed to role again to give the correct answer.. Each level of the Game amounts for a different number of cards being answered to proceed. This can be set by the Admin of a default of 3-2-3-3-2-2 can be played with the game.( First level need to answer three cards to move on , the last level need to answer two) Once a player gets the number of required correct answers they move to the next level. The first person to the End side of the board is claimed as the Head Nurse. This allows the player to think harder each time a question is answered wrong , in hope that they move up the ladder to become the Head Nurse. |
| Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? | Dice, Cards , Player pieces, timer |
| Conflict – How is conflict between players or game elements introduced, maintained, and resolved? | Conflict is introduced through, loss of time throughout the levels. |
| Boundaries – How does the game prevent players from behaving in a certain way? How might this limitation be fun? How might it contribute to the objectives? | Players aren’t given ample time to answer each question in every level. As the higher they get up the ladder the less time they have to answer the question given to them. This allows the player to think off from their own knowledge as quickly as possible. Doesn’t allow the player to stretch the game and make it slow paced. |
| Outcome – How does the game end? Does the outcome conflict with the objectives? | The Game ends after the player answers the two final questions and has reached the End sign of the Game. They now become the Head Nurse of the Game. No conflict with the objective of the Game. |
| DRAMATIC ELEMENTS | |
| Character – Who is the main character? What is their motivation? What is the relationship between the character/avatar and the player? | The main character is the Player. Their motivation is receiving the title and becoming Head Nurse. The character and the player are one. The player has to enter a form of role play and play as if he/she were a Nurse. |
| Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? | Challenges presented to the player are decision making problems in the form of questions. The character will learn about different information/skills in different Departments in the Nursing field. |
| World building – In what fictional world does the game take place? | The Game takes place in the fictional world of a hospital. The player goes through different departments in the hospital trying to move up the ladder and become the top nurse. |
| Premise – What is the general premise of the story? | You are a nurse in a Hospital, Your goal is to race to the top and become the head nurse. |
| Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? | The story is just a base story; there is no formal story of the game. Just formed on the basis that you are a Nurse and want to become the top nurse of the Hospital. |
| Play – In what way is the game playful? Of the many types of play, which is most prevalent? Which of the players in Bartle’s Taxonomy is most likely to enjoy this game? | The game is playful through the aspect of competition, trying to be number 1. The players in the Achievers group of Bartle’s Taxonomy are most likely to enjoy this game. |
| Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game? | The story creates conflict through not allowing the player to achieve the Head Nurse seat without going through the different departments and not answering the set amount of cards in the Department. |
| SYSTEM DYNAMICS | |
| Objects – What objects are used to build game systems (e.g., houses in Monopoly)? | There is a non-moveable ladder that brings the player from level to level, Objects representing the different players. Dice to decide who gets to go first for each card draw. |
| Properties – What object properties are required for the game systems (e.g., house values)? | In this Game there are no attainable items. The only thing that is attainable is the number of correct answers in each Department. |
| Behaviors – What object behaviors are required for the game system (e.g., buying)? | The object behaviors are answering the decision making problems correctly. |
| Relationships – What are the basic relationships between system elements? What controls the dynamics of the system? | The dynamics of the system is controlled by the time and the admin. |
| Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? | The Game system does not exist as an economy. |
| Emergent systems – What new systems emerge from game play? Are there procedurally generated systems? | There aren’t any new systems that emerge from the game. |
| Interacting with systems – What information about the system is exposed to the player and what is hidden? How do players interact with the system, control the system, and received feedback from the system? | N/A |
| FUNCTIONALITY, COMPLETENESS, & BALANCE | |
| Functionality – Is the game fully functional? | Yes , the game is fully functional |
| Completeness – Is the game complete? Is there a voice not being represented? | The game is based for Prospecting Nursing majors and covers just that. It is not a Game for any other major besides Nursing. |
| Balance – Is the game balanced? Is there a dominant strategy? Is the game symmetrical? If not, is the imbalance intentionally part of the design? | All the players have an equal chance of winning the Game. The game is fair and able to be played by all the subjects. |
| FUN AND ACCESSIBILITY | |
| Fun – Is the game engaging? How do elements that support engagement promote or obscure learning? | The Game is Engaging, the elements promote learning because it is not expected that every questions is going to be answered right , after every card the correct answer is given. Whether the question is answered right or not, knowledge is attained. |
| Player choice – What choices are meaningful in the game? How do these relate to the objective? | The choices to answer the questions in a timely matter is important, if you don’t answer in the time allotted turn is automatically given up. Teaches the player about the environment of nurses they are time restricted, and have to work time efficiently. |
| Fun killers – Are there parts of the game that are broken? What parts feel like micromanaging? What parts of the game are stagnant or boring? Are there insurmountable obstacles, arbitrary windfalls/calamities, or inconsequential choices? | One thing may be, deciding who will go after a wrong answer is given. Not sure if another dice role should decide or I should change it to something else. |
| Accessibility – How easy is it to play the game? How long does it take to learn the game? How do players learn how to play? | It is very easy to play the game. The gam doesn’t need to be learned just roles need to be filled. Players learn how to play through the rules given with the game. |
Project 8- ProjectFINAL
Speed Into Math
United States has implemented the Common Core Standards, which will aim to better prepare students from K-12 for higher education. Children in Elementary school are required to learn to add, subtract, multiply and divide. Children in Middle school learn ratios, rates and proportional relationships. Meanwhile in high school children are to solve equations. Not only are students require to learn and practice for Common Core in school, but making the learning environment more fun and engaging for students to learn may help them be encourage in practicing for Common Core test.
Learning Objective:
The game is trying to teach students the concept of math, and their area of struggle. To analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners and non beginners who are just starting to become familiar.
They are to solve math problems along their way.
Using mathematical games is a great way to improve students critical thinking and math skills.
Playing games encourages strategic mathematical thinking, as students find different strategies for solving problems and it deepen their understanding.
When playing the game repeatedly, it supports a student development of computational fluency.
Games gives students the opportunity to practice, often without the need for teachers to provide the problems. Teachers are able to observe, and work with individuals or work in small groups with students.
Formal Elements:
Number of players: 2-4 players may be engaged in the game. Players might act competitive.
Game Objective: The primary objective of the game is to reinforce the learning objective.
Rules and Procedures:
The rules of the game is each player begins at start.
Your goal is to reach to the finish line.
Each player is required to roll a dice.
You will move your game piece based on the number your dice land on.
If your game piece lands on a pick a card, you are to grab a card from
the math deck and solve it.
MATH DECK: (MADE BASED ON MATH TOPIC ex. Fractions, number operations, word problems. THAT WAS CREATED BY THE PROFESSOR )
If their answer is correct you move forward 3 times
If their answer is wrong you move back 2 times
Your goal is to get to the finish line.
Boundaries: The game prevents players from behaving frustrated
because of the struggle you might have with word
Problems or question. To prevent frustration , you may seek help from other
players. If you and your partner solve it correctly, you can both move forward 5
times and if wrong move back 2 times.
This game will mainly focus on developing critical thinking, problem solving and analytical skills, students will need to be successful. For
example the category of math can be fractions. Students will work on fraction problems. Fractions is broad topic that is difficult to learn among young children. The difficulties lies between conceptual and procedural knowledge. Students will focus on numerators or denominators as separate numbers rather than thinking of the fraction as a single number. Another difficulty is children identifying the procedure and how they came up with the answer. The material that will be used to design this game are the Common core standards.
The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving word problems.
Boundaries: The game prevents players from behaving frustrated because of the struggle they might have with word problems. To prevent they may seek help from other players. if they solve it correctly they move forward 5 times and if wrong they move back 2 times.
the game is competitive
Dramatic elements:
Students motivation is to get their superhero to the finish line
Challenges:
challenges represented to the player are the word problems.
The skills the player will learn to master is analyzing word problems and being able to develop strong probem solving skills
Functionality:
The game is functional and complete.
Fun:
The game is engaging and the elements supports engagement to learning. The math deck are based on the area of struggle and grade level.
_____________________________________________________________
Project 8- FINAL POSTER
My site is not letting me upload my power point in my blog, it is not giving me options to link in the ppt or any type of file.
https://bbhosted.cuny.edu/webapps/assignment/uploadAssignment?content_id=_23402797_1&course_id=_1240079_1&assign_group_id=&mode=view
