Category Archives: Project 25

week 4

Dyslexia: dyslexia is primarily associated with learning to read,  which can be related to hereditary factors or other factors that affect brain development.  The  effects of dyslexia go well beyond having trouble  with words or  spellings, it also affects the ability to memorize or  remember names, facts, numbers, and the ability to tie shoe laces and tying ties. according to Dyslexia information page, Pamphlet by: National Institute of Neurological Disorders and Stroke “Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence”. unfortunately this disorder cannot be blamed on genetics alone, it is sometimes caused by the environment origin. this disorder not only causes problems educationally, it causes emotional distress which often times leads to depression.      Dyslexia is most most certainly relevant because, those with this disorder most times do not feel socially or environmentally valued. most especially the in educational aspect, once you have difficulties performing tasks, your classmates are performing, the set back starts from there and onward. however, research and experiments are being conducted and improved daily in order to fix or reduce dyslexia or chances of having one. according to Dyslexic children learn a new visual strategy for reading: a controlled experiment.”Recent studies by Geiger, Lettvin and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a “visual strategy”. On adult dyslexics the test was reliable and the remediation apparently effective. The purpose of this study is to confirm the usefulness of the remediation and test with children”. souces: “Dyslexia information page.” Pamphlet by: National Institute of Neurological Disorders and Stroke. National Institute of Neurological Disorders and Stroke, 2011. Psychology Collection. Web. 28 Feb. 2016. Dyslexic children learn a new visual strategy for reading: a controlled experiment.(http://www.ncbi.nlm.nih.gov/pubmed/8184565

week 8

Game title Get smart
METHODS  
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 subject was used, the subject is dyslexic, and the subjects are told what to do.
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 game is presented with cards and each time the participant gets the right answer, they move to the next level. The responses are measured on how subjects move on to the next stage.
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? Creating the game mainly for dyslexic children, but would like to know how fast a dyslexic child learns when it is the form a game compared to a non-dyslexic individual. The subjects were told that they would be playing a game, choosing or picking out the word they hear out of the cards placed on the table. The data was collected on (1) how long they were willing to play the game, (2) how fast they played the game, (3) were they learning from the game, and (4) how interested they were in the game.
RESULTS  
Describe the outcome of your experiment. If you collected data, include descriptive/inferential statistics that describe the data within groups.

week 15

Restate the thesis as a conclusion Creating a game based learning for dyslexic children, would not only improve their skill educationally but also socially. The game would involve alphabetizing, building blocks from the scratch i.e. the skeletal system, and so on. My game based learning would focus more on children between the ages of 3 to 8.
Briefly explain how your results support the thesis My results supported the thesis in this research; because I was able to determine the attitude and the length of time it took the participant to learn a new word with the card game, which involved words and pictures, and on the other hand the participant learning a new word with a book.
Explain how your experiment solves a major problem in the field. Explicitly relate this work to the studies cited in your Intro. The article Neuropsychological treatment of dyslexia in the classroom setting (2001) states that, This study aimed at determining whether an intervention game developed for strengthening phonological awareness has a remediating effect on reading skills and central auditory processing in 6-year-old preschool children with difficulties in reading-related skills. After a 3-hour training only, these children made a greater progress in reading-related skills than did their matched controls who did mathematical exercises following comparable training format. My experiment solved a major problem because children with dyslexia are motivated when they are involved in other easy methods of learning that doesn’t involves too stress or pressure.
Explain how solving this problem further advances the field. Highlight the social relevance of this work. My experiments brought fun into learning, I realized children learn faster when it is in a game form, because it different from the usual type of learning which involves books.
In subsequent sections you should:

1.      Relate your work to other studies in the field

2.      Address potential problems with the study

3.      Discuss implications of your study on the field

4.      Describe potential future experiments or problems remaining to be solved

 

week 9

GAME ELEMENTS ANALYSIS
Game title Get smart
LEARNING ELEMENTS
Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? To learn new words and learn how to spell
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? Learning the word on the flash card, spelling it, saying and finding that exact word in a sentence.
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 systems are psychological and behavioral. The physiological aspects would be the brain power involved in the learning and the behavioral aspect would the behavior they show after playing the game, either happy or sad.
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)? One, or can be two if trying to make it 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 help dyslexic children to spell and learn new words.
Rules and procedures – What are the rules of the game? How do these complement or conflict with the game and learning objectives? The participants have 3 attempts to win the first round to accumulate points, in order to move to the next level.
Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? Rewards or points are accrued to move on to the next level.
Conflict – How is conflict between players or game elements introduced, maintained, and resolved?
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? If the participants to lose all 3 chances to move on to the next level, they have chance of starting over.
Outcome – How does the game end? Does the outcome conflict with the objectives? The game ends when the participants is able to say, spell, and red a whole sentence at a given time.
DRAMATIC ELEMENTS
Character – Who is the main character? What is their motivation? What is the relationship between the character/avatar and the player? The participants, points accrued and trying to unlock the next level.
Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? 3 chances to win a level or start over.
World building – In what fictional world does the game take place? It’s a non-fiction game
Premise – What is the general premise of the story? learning
Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? It’s a very linear game; win a level and move on to the next.
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? It’s very playful, if played competitively
Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game? There’s tension when the participant is trying to figure out the word.
SYSTEM DYNAMICS
Objects – What objects are used to build game systems (e.g., houses in Monopoly)? Cards
Properties – What object properties are required for the game systems (e.g., house values)? Points or rewards
Behaviors – What object behaviors are required for the game system (e.g., buying)? Accruing points
Relationships – What are the basic relationships between system elements? What controls the dynamics of the system?
Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? no
Emergent systems – What new systems emerge from game play? Are there procedurally generated systems? New levels to 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? Every aspects of the game is exposed to the players, the levels, points accrued, what to do to unlock the next level.
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 quite complete
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 the game is balanced, nothing unrelated to the game pops up, everything in the game is expected.
FUN AND ACCESSIBILITY
Fun – Is the game engaging? How do elements that support engagement promote or obscure learning? It could be when the participants gets frustrated, but can be fun when it is played in a competitive manner.
Player choice – What choices are meaningful in the game? How do these relate to the objective? The choices meaningful in the game are to start over if confused.
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 part of the game that might be boring is when the participants get stuck trying to figure out the word.
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 game is very easy to play, because the game starts with baby steps then progressively get challenging.

week 8

WORKSHEET
GAME ELEMENTS ANALYSIS
Game title Get smart
METHODS
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.
RESULTS
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.

week 7, project 25

Week 7 Milestone: Pre-Alpha

Instructions: Use the worksheet below to guide the first draft of your game, 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 design document in expository form to your ePortfolio. 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 Get smart
LEARNING ELEMENTS
Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? Teach the participant to be able to identify and pronounce a word or words.
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? Learning and reward
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? Psychological and social
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)? 1 player
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 reinforce learning.
Rules and procedures – What are the rules of the game? How do these complement or conflict with the game and learning objectives? The rules of the game a very much minimal, you score points at a level, you move on to the next level.
Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? Points (rewards)
Conflict – How is conflict between players or game elements introduced, maintained, and resolved?
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? If you can’t pass the first level, you can’t unlock the next level.
Outcome – How does the game end? Does the outcome conflict with the objectives? The game ends when you unlock the last level of the game, then you get a victory cup of great achievements. This would make the participants know that they have a very good job, and would be motivated to do even better outside the world 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 participant. Points accrued during the game. The participants control their avatar.
Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? The character must be able to identify the word presented to them.
World building – In what fictional world does the game take place? Non-fictional
Premise – What is the general premise of the story?
Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? The game is very linear, you know if you pass level one, you are going to level two.
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 would be playful, because the participants would be able to see the reactions of the avatar. For example, if you get a word correct, your avatar jumps for joy, if not your avatar would look a little sad, but would give an impression of not giving up.
Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game?
SYSTEM DYNAMICS
Objects – What objects are used to build game systems (e.g., houses in Monopoly)?
Properties – What object properties are required for the game systems (e.g., house values)? Letters, words, avatar and rewards.
Behaviors – What object behaviors are required for the game system (e.g., buying)? Getting the words or letters correct.
Relationships – What are the basic relationships between system elements? What controls the dynamics of the system? rewards
Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? No

week 6

Week 6 Milestone: Methods

Instructions: Please draft an outline of your methods using the following subheadings. Refer to this rubric and the Project Guidelines slideshow for guidance. The methods section should be sufficiently detailed so that another person can replicate your experiment exactly. Refer to the sample papers to view the level of detail that researchers describe their experiments. Think of this as a cookbook, where some sections describe the ingredients (i.e., Subjects and Apparatus) and other sections describe what was done with the ingredients (i.e., Procedures). If you are using commonly used methods or techniques (e.g., some standardized assessment like the MMPI-2), refer to those methods using APA citations rather than providing detail that obscures your own methodology. Use the following as a guide, but provide more detail as needed:

1. Subjects
a. What is your population of interest?
Dyslexic children
b. What subjects were sampled from that population? How were they recruited?
These children would be picked in a classroom setting.
c. What were the conditions (e.g., experimental vs. control groups) and how did you assign subjects to the conditions?
Children with dyslexia
d. What subjects were included? What screening criteria were used to determine if a subject was eligible for the study (e.g., include only subjects with Type 2 Diabetes)?
The child must be diagnosed with dyslexia.
e. What people were excluded (e.g., exclude subjects with Type 1 Diabetes)?
Children without dyslexia
f. What was the average age of the subjects? Describe the other relevant demographics like gender, ethnicity, education, etc.
The ages would be between 3 and 10, both genders included.
g. How were subjects motivated to participate? Were they paid? Did they receive course credit?
They are motivated it would be part of the learning process.
2. Apparatus(ingredients)
a. What materials did you use?
Audio and visual game
b. Describe your stimuli in detail.
The game based would require colored background, alphabets, numbers, audio, rewards points for good effort and different level to access.
c. How were stimuli presented?

d. How were responses measured?
Responses are measured by points of accumulation.
e. Other equipment?
3. Procedures
a. What conditions did you create and compare?
Which would improve educational learning faster, computer based or book?
b. What were subjects in each condition asked to do?
Choose a book to study for an hour or two, then use a computer with the audio visual game to study, the exact thing that was in the book.
c. How did you explain things to the subjects?
Study a page from a book and choose the exact page on the computer (both the book and computer based game would have the same page to study).
d. How did you collect data?
I would collect data by the amount of points accumulated from the audio visual game.

Note: Since it would be book versus game based, I most assured that the participants would do so much better with the game based learning because, (1) it is audio visual, (2) points would be accumulated if you do a good job and lastly, students learning faster when a page on the computer is colored, which means it draws your attention.