The game i came up with is called “Physical Fitness Plinko”. My game Consisted of learning and gaining a better understanding of the “6 Components of Physical Fitness” The Six Components consisted of (Agility, Coordination, Balance, Power, Speed, Reaction Time) I did test the students knowledge by asking them to match the correction definition with the Correct definition vocabulary, after being finished and asking them to match these words i then went over the ones that were correct and the ones that were incorrect. Understanding the definition and providing the correct matching will help students better understand each component of Physical Fitness and remind them of what each represents. After i checked to see which definitions the students correctly matched to the vocabulary for each correct one they received a Plinko token. Like the price is right they slid the token down the plinko board attempting to gain as many tickets as possible.
1)Was your game one of chance or skill or a combination of both? How did people respond to the style of play? My game was a combination of Skill and chance. As far as skill they had to recall knowledge of what each physical fitness component was best represented by the definition. Chance came into play when the students slid the token down the plinko board. There is no skill involved in sliding the token down the plinko board therefore chance and fate fell into play. The students responded postivley to this style of play and although not everyone got all 6 components correct most of them got majority right. The ones they did not get correct i would explain the defintions and show them the correct matching choice for that word.
2)Did your game allow for players to construct knowledge (through play they learned the lesson) or was it more of a showcase of knowledge (asking players for answers to questions would be a good example) My game allowed players to showcase knowledge along with also constructing knowledge. I did ask them a question by seeing if they could match up the correct definitions but reading them back the definition was a form of constructing it because now after my game they will remember the correct definition.
3)How did the mechanics of the game turn out? Was it slow, fast, cumbersome, just right. Same with the rules. What would you change and why) I felt as if my game turned out well . I would say that my game was more face paced and exciting then others. setting a time limit did not give students to much time to sit there and decide which definition was correct. Although i did set a time limit of 30 seconds for students to match the definitions but then realized that the allotted time was not sufficient enough for students to fully read the definition and match all 6 components. I should have set the time closer to one minutes in order for them to sufficiently have enough time to do this activity.
(Reflection)- This Class went above and beyond my expectations. I did not expect this class to me nearly as interactive and as enjoyable as it turned out. This winter session went by so fast due to the fact that i looked forward to class. Tailoring all the lessons to the final arcade was brilliant and i learned so much about how to incorporate game play into lesson plans. You can learning fun and exciting if you use tools such as the ones we learned in class to engage your students and not just lecture them till they fall asleep. I wish more current teachers would incorporate more game play and excitement into their lessons even at the college level it would make learning way more interesting and fulfilling. I learned so much in such a condensed period of time from resizing images, to blogging, creating educational games and much more. I would not change this class at all. I have been in college now for 5 years and i can honestly say this class was probably the most enjoyable class i have taken in my college career. Thank you Professor Smith