Category Archives: Project 23

project 23 week 5

The general topic of my game is trying to figure out which setting can work best for kids who are 10-13 years of age. A child nowadays needs to be curious to learn something or want to be included in the study. In this study I would generally suggest testing two groups of random kids on a group of 20 for each group to see which learning environment can work better for students. I will be testing to see if students learn better in a formal setting or in an informal setting. I would also test the type of things which might interest the students to want to pay attention to the lesson. This means trying to figure out what is the way students can learn which actually benefits them. Another thing that can also interest can be technology which informal settings tend to have a lot of.

Topic that has already been done in my study is researchers that have looked at sustained attention and also some who has looked at informal studying.  One of the researchers looked at sustained attention did two different experiments to measure sustained attention. Laura McAvinue is one of the authors that worked on measuring visual attention and the response from sustained attention. The first experiment was done to measure visual attention which she called it “self-alert” and the second experiment was called CombiTVA which is another experiment she measured response time from all the participants. This research is a bit similar to mine but the only different is it didn’t measure the different settings. another research that has already been already is some research about informal environment learning. the way Wong tested this is letting the students use mobile phones in a certain size to use in an informal setting. this was a very successful study because this helped the student become better as a student. the students worked faster with this idea because the students basically took photos of the moments and had to write a review on wikipedia review method which made the students become curious. they already had the students involved in the lesson when they gave out technology for students to use because technology is something that will entertain the students. Wong mentions, “Through these case studies, it is learned how it is crystalized in seamless learning process with the interplay of physical settings, parental involvements and the meditation of mobile technology”. this is very true because it is a big difference when students use a different setting to study or to understand. another article also showed the positive involvement with an informal learning environment is an article by Koutromanos. the author helps the reader understand the review studies that has been done in the past with mobile phones. Koutromanos states, “Researchers used mobile games in a variety of learning environments, to synthesize current literature about the impact of the use of mobile games on student achievement and attitudes towards and learning”. this shows the mobile games was very useful for the students to do better in schools to help students improve. this study made the sure they have checked in various different settings to see which works with students the most. one article i found is about ADHD kids functioning on executive functions. Holmes talks about, “Measures of sensitivity, specificity, likelihood ratios and diagnostic odds ratios were calculated”. after measuring these results they have discovered doing this experiment is the working memory worked the best for this choice in working with kids that got adhd. this also helped him figure out the difference between add kids.they also did behavioral checklist for the kids. in the article David Hung wrote, he mentions, “we describe a case study involving an 11 year old boy in a learning contact commonly referred to as an informal learning environment. this author makes a great point because he tells us how socially a person can be affected as well as wanting to change to be bette to do nothing to change your ways. it was already tested in a informal setting to see the difference of kids type and what attracts them. Laura Habekost also thought me the ways they decided to test out attention. they had tested out attention in three different ways which will help each one of learning more about attentional selectivity and attentional capacity.  it is true that students do select what they want to hear but already not want to hear anything else when you try to explain a situation.this can also be another reason why it is best that researchers can also learn about different type of attentional areas to focus on.

The work that has to be done is the main idea of this whole game which is involving sustained attention and informal/formal settings together. From what I have researched a lot of researchers have already done many researched on sustained attention but it isn’t combined with any type of settings. This is one reason why I chose this topic because this study can help the teachers know what can help each student improve more. The questions that remain is, will being at an informal setting can be too distracted for students to pay attention to. Another question that will it actually be taken in action to improve every students learning.  These current theories can be challenged by student’s parents not agreeing to have students in an informal setting because they might not believe it is safe for the child. Another reason it may challenge this theory is teachers not wanting to try any other ways to improve a child’s study. The replication that might be tested again and again is how is the child behaving in a formal setting and an informal setting. Another replication that can be conducted again and again is measuring each students test grades and quiz grades after teaching them in each different setting. My study will fill up the gaps by having to test out students with who has the lowest grades at an informal setting and a formal setting. Depending on the grades it’ll show which place caught their attention more. Which setting made them remember the lesson? This study will help teachers improve their teaching skills to learn more about maybe can what be done in the classroom. Teachers can try to make the classroom interesting by having informal equipment’s which is very important to look at which doing the research. This can help us know what does the child pay attention to and what should be in the formal setting maybe to improve the lesson. Having two groups of random children learning in each setting can help the researchers learn which methods works for them the most. It can also test if students tend to get bored of the same setting every day? Do they need different/new places to catch their attention? my thesis for this study is measuring how well 10-13 years of age group can be sustained attention in an informal learning environment?


McAvinue, L. P., Habekost, T., & Johnson, K. A. (2012). Sustained attention, attentional selectivity, and attentional capacity across the lifespan. 74(8), 1-13.

McAvinue, L. P., Habekost, T., & Johnson, K. A. (2012). The relationship between Sustained attention, attentional selectivity, and attentional capacity. 24(3), 1-16.

Holmes, J., Gathercole, S., & Place, M. (2009). The diagnostic utility of executive function assessments in the identification of ADHD in children. 15(1), 1-7.

Hung, D., Lim, S., & Jamaludin, A. (2010). Social Constructivism, Projective identity, and learning: Case study of Nathan. 12(2), 1-11

Koultromanos, G., & Avraamidou, L. (2013). The use of mobile games in formal and informal learning environments: A review of the literature. 51(!), 1-17.

Wong, L. (2012). Analysis of students’ after school mobile-assisted artifact creation processes in a seamless language learning environment. 16(2), 1-14.

Project 23 Week 4

my thesis is measuring how well 6-10 age group can be sustained attention in an informal learning environment? the cognitive process I’m studying is sustained attention. it is relevant because it gives us an idea of how much students can learn by being at an informal learning environment. some students may get distracted being at a informal setting or for some it can help them be more engaged in the lesson. it is easier to come up with a topic by looking at what is socially relevant but the hard part is figuring it if the problem will connect to the cognitive process or to any other lesson. my project is directed at understanding cognitive processes, the cognitive process that is being studied is sustained attention between students and it is also socially relevant because this project can help a parent and others learn about helpful or irrelevant studied in an informal has an effect on children. the unsolved problem my study will address is if being at an informal setting helpful for students to give their sustained attention to the lesson. i will be researching about sustained attention first, then i would research about informal learning environment and then i would compare both of them to learn how it can effect the students learning methods. peer-reviewed articles help a lot with finding the right research to check if it has been done before and also getting an idea of how past experiments were done to get the results. doing this project really interests because i would like to learn more about the change of environment and the improvement in the students learning. this project gives me a chance to know why many students may find studying in a classroom can be less entertaining to them. it can help me learn what excites them as a future educator this can help me learn about different experiences that can help students. i think only you can know for yourself if your project/game is ready to be presented or not because you are the creator of this so this will be on you to say my project is done and ready.

Project 23 Week 3

The game I played is Sidekick Cycle. the game is trying to teach you can play a game using your skills to finish the race and collect what you’re supposed to collect within the time.the learning experience its trying to create is that finishing a race within time. the dominant form of interaction the player has with the game is using your finger to jump. this supports it by showing the player, you can finish a task within every timing if your smart enough. cognitive processes is most effected by this game because this game has a lot to do with thinking ahead of time to jump and pick up gears. it is a one player. the player interacts with the game by using their finger. the primary objective of the game is to master your racing skills. the objective reinforces the learning objective. the roles of this game is not to fall and fail while riding the bike. this complements with the game and learning objective because the player learns how to master at a skill to finish within time. the items that occurred while playing the game is scenario with mountains and clouds. the resources thats spent is every 387 downloads of this bike racing game sends a bicycle to an impoverished community. the conflict is introduced by showing a map that the player has to finish a map without falling or bumping against items. it is maintained and resolved by jumping overtime an obstacle comes the players way. the game prevents them from showing sometimes you have to follow the rules to win the race. it eliminates the fun because not everyone might want to play to collect all gears. they might want to play for fun. it might contribute because the whole point of the objective is to learn and master the racing skill. the challenges thats presented is the hills that come your way and the obstacles that come your way. the player must master in the jumping skills and collecting all the gears. the game is playful in a way almost like playing temple run. the most prevalent one is when you first start the game, you have to test out the challenges if you have not looked at how to play. the tension and resolution is controlled by jumping over the obstacles to finish the race and collect all the point. the story creates conflict by showing what can come across on your way. the map can keep going when you finish every level. you can also buy a pet with your points. the only thing required for this game is having points and enough gears to move to the next level. the game is based on collecting points behaviors are required for the game. the basic relationship between system elements is jumping over obstacles. you control the dynamics of the system by completing the task within time. there is no economy that exist in the game. the only new system that emerge from the game play is learning jumping too much can you fail the level. there is procedurally generated systems. the system about the benefit of every level is exposed to the player while it is hidden how to get the bike to ride faster. the game is fully functional. the game is complete and balanced. the game is very engaging. the choices to use your points to continue the game when you fall without restarting the whole level is meaningful. these relate to making smart choices to use your points. there isn’t any part that is broken. picking the level on your map is a bit micro managed. the boring parts of the game is when it is difficult to find out how to get your bike to ride faster. there is insurmountable obstacles in the game. it is very easy to play the game. all you have to do is tap to jump. it takes less than a minute to learn how to play  the game. they can either look at how to play or just play the game to find out.

Project 23 week 2

The game I played this week is LongStory: A Dating Game for the Real World. The game company is Bloom Digital Media. The game is trying to teach the pre teens not to shy away from difficult topics like homosexual identity, bullying, healthy sexuality, fitting in, standing out,figuring out what normal is. The player is trying to teach how to survive being a new student. The dominant form of interaction is the player moving from paris and trying to fit in the school. it supports the learning objective by showing the people teenagers will come across going to school. it affected the game design by the social and behavioral processes. it is designed to affect this by showing social behaviors and options on what to do for situations. only one player is engaged in the game. they cooperate with each other in school by seeing each other in school. and also in the cafeteria they communicate. the primary objective of the game is to survive being the new student. the game objective do reinforce the leaning objective because it helps the player know about the students and their behaviors in a school. there isn’t many rules in this game. it is basically picking the answer based on how you wanted people keep speaking to you or not. these compliments with the learning objective because when you pick a certain answer, you learn how they respond or react to it. the items that are accrued during the game  is the players cell phone. the resources that is spent is social media. helping you learn about social life after going to a new school is what is exchanged. the conflicts between the players are occurred when the main player which is me meets these three girls who are very rude to her. they try to be nice but also be rude at the same time because she’s new. The game prevents players from behavioring a certain way by giving the option of picking what can be the possible answer when the player got to pick a response. this can limit the fun because we might want to say something else to the player. it wouldn’t contribute the objective at all. the game ends by having more episodes to complete. the outcome doesn’t conflict with the objectives. the main character is me who is controlling the game. their motivation is to get through the school year without no problem. the relationship between the avatar and the player is the player controls the avatar and what they say. the challenges that is presented in this game dealing with the bullies and relationships. the skills the character should learn to learn how to make friends and get information about who used to have the locker. it is playful in a way to have the player have an imagination of new things. the most prevalent type of the play is figuring out the past of the locker. the tension is controlled by the player sometimes having smart comments to make to the enemy. and it is resolved by the player talking about it to her internet friend. the story creates a conflict in the game every time the player sees the enemies. the objects that are used is the avatar’s phone, school locker, and notes. the object property required for the game system is the school building and the players room. the basic relationship between system elements is the player learning how to find more information out. the dynamic control of the system is the player controlling how they feel about situations. the new system that emerge from game play is picking up the phone to answer the internet friend and seeing text messages. yes it is procedurally generated systems. the information that is exposed about the game is this is a game for pre teenagers to know how to survive when they go to a new school. what is hidden in this game is the other players thoughts. the interact with the system by reading and responding they control the system. they receive feedback after the episode of the game is done. the game is complete. there isn’t a voice not being responded. the game is balanced. there is not a dominant strategy. the game is a little bit systematical. the game is engaging, they promote the engagement by showing how to learn more about a none fixed processes. the choices that are meaningful in the game is picking out who to speak to and who not to interact with. these relate to the learning objective because they learn they don’t have to interact with everyone you see.

project 23 week 1

the game i played for week 1 is Skip a beat Heart Rate game. the company was Happitech. the game is trying to teach you can play a game using your thoughts and emotions and it will give you a feedback. The learning experience it’s trying to create is that your heart rate can be a controller of a game depending on your thoughts and emotions. The dominant form of interaction the player has with the game is using your finger for heart rate. This supports the learning objective by showing the player your heart rate has the power to influence a game. Cognitive processes is most effected by this game because this game has a lot to do with your thoughts and emotions. It is a one player game. The player interacts with the game by using their finger. The primary objective of the game is to influence your heart rate. The objective does reinforces the learning objective. The rules of the game is to hold on index finger on the flash area to determine the heart rate. This complements with the game and learning objective because the player learns the heart rate can also be measured with the index finger. The items that’s occurred while playing this game is a scenario with mountains and clouds. The conflict of the game is shown by the 4 challenging modes of the game to influence your heart rate. And it is maintained by your heart rate being at certain level. You have to maintain that heart rate or fluctuate that specific heart rate. It is resolved by giving you personalized feedback then it uses that as your game controller. It prevents the players from focusing on other things using their hands. It can be fun to know your heart rate is being calculated. It contributes the objective by having the player be focused on one thing. The main character is a little green avatar. Their motivation is to get your heart rate to a specific level. The avatar is what you control which is represented as your heart rate. The challenge that’s presented to the player is to get your heart rate to a specific level. The skills the player must master is to hold the index finger on the flash to measure the heart rate. And to overcome the challenges. The story uses a linear narrative method. It relates to the player when the narrator explains the procedures of the game. It is playful in a way people with a great interest in trying new things. Measuring the heart rate is the most prevalent. The tension and the resolution is created by your own heart rate. The conflict creates when you do not meet the specific heart rate. The objects used in the game are mountains, clouds and avatars. The object behavior required for the game is flying and keeping your avatar up in the flying mode. The basic relationship between the system elements is having your finger on the flash to measure heart rate. The challenge modes and the way they measure the heart rate is exposed while the part how it is accurate is being hidden. Players interact with their full attention focused on to pass the level. They control of with their own system with emotions and thoughts. They received feedback from the system after every level is done. The game is not fully completed. There need to be more advanced levels in the game that should be achieved. The game is engaging. The choice to control the heart rate is meaningful in the game. This relate to the object by having the idea of thinking of different things to learn about yourself. There is not parts that’s broken. The heart rate feels micromanaged at certain times. The part on learning how to work the game is boring. But after you learn the meaning of it is stagnant. No there isn’t any of those. The game is very easy to play. It takes about 5-10 mins to learn how to play this game. They have a preview video on how to play the game.