Multi- Pop


My game was 98% skill and 2% chance. It consisted of knowing your multiplication skills. Being able to use the numbers 1 through 12 to figure out what two numbers on the board, when multiplied, gives you the number they spun on the wheel. Also, because they only had 30 seconds to figure it out there was a element of speed that was implemented, another skill. However, there was a hint of chance in my game, if you spun the wheel and landed on you win he player would have received 10 tickets without even answering a question.

I think people responded well the the style of the game. They wanted to play and realized, quickly that it wasn’t as easy as they thought it would be. Some of the kids were stuck on certain numbers and couldn’t come up with a combination.

My game was truly a showcase of knowledge game. It didn’t require students to learn much. However, in the end they would learn whether or not they really knew there required multiplication tables (1 through 12 table).

The mechanics of the game I feel were good. The mechanical areas of the game is what I would have changed. The board wasn’t very stable at all that was something I was most disappointed in. Another major issue I encountered was the fact that he balloons were not big enough to pop. This took most of the fun out of the game, I felt. I would have liked to work that out before the day we presented the games.The only rule I would have, and technically did change, was the one about popping ALL possible combinations. That rule I altered decided as long as the player gave me one they could win some tickets.

One of my favorite games was Find the Ace. I enjoyed that it was the complete opposite of my game, all chance. Iliked that it was a spn off of Deal or No Deal. The game was exciting, it gave suspense and was fun to play. However, out of all the games I played Physical Fitness Plinko was one that could have used a slight change. I loved the Plinko board and the way in which you won the tokens to play on the board but I didn’t like the structure of the rules at the beginning. For one the definitions written on the card needed to be more legible. Two, I feel each player should have received maybe 50 or 60 seconds to place the definitions in the right spot. Third the fact the the player was handed the definitions kind of slowed down a part of the game that as suppose to be speedy. Other than that the game was awesome!

I loved this class. My expectation was that it was going to be computer based with exams on how to operate programs and technical devices. I was happy to see the class was not like that at all. Having the class goal be an arcade game for students to play to help them learn was a fantastic idea. I feel it taught us, as teachers, to be open to the idea that chalk, notes and textbook readings aren’t always as effective in teaching as making learning fun. We have to add technology and it isn’t limited to computers technology can be anything, any tool, that isn’t text based.

My favorite assignment this class was the maker Research Assignment. I found MOOC’s to be so interesting. Learning how they worked, what their goal was originally and how that goal changed over time. I was interested in all the problems that contributed t the POSSIBLE demise of MOOC’s as a creditable way to earn a degree. I would change this class by NOT making it a winter course but rather a regular semester course. I think that would allow students to really create an amazing game that would not only be fun an learning oriented but one tht they could later implement in their own classroom.

Post Game Wrap-up

For the Education Arcade I originally planned to build a game that had a constantly rotating board, which meant it required a motor. The idea of that was so daunting to me that I eventually gave up on it, only to find that ‘s clever son actually managed to motorize her board game! I wound up building Adder-All, an adding game, with software using Microsoft’s Silverlight platform.

I really did want to make a learning game, but settled for a game that required the player have a preexisting knowledge of how to add. I thought if I wasn’t going to teach something, I could at least try to make a game that sharpened a skill they already had.

In Adder-All, the player essentially had to add two numbers (under 100 each). So, it was mostly a game of skill, the only luck factor being that the numbers were random, so it was completely possible to get a lot of simple problems, like 10+0, 1+1, etc. The players definitely showed signs of relief when the simple problems popped up.

Adder-All allowed players to really showcase their addition skills. Unlike the games like Snake Holes where players had to progressively use reason to make sensible determinations, my game relied fully on what they were bringing to the table.

The mechanics of the game were too fast, and often quirky. 60% of the players scored over 1,000 points (about 10-15 correct answers with 10 lives), but that means 40% didn’t. So I knew I had made the pace of the game too fast, too quickly.

It was buggy too, it froze a few times, and didn’t behave the way it did as on the computer I wrote it on (you have to click on the game after entering your name for example). These bugs caused players to lose lives, the game, and even stopped one of the kids from playing at all. At those times I wished I had a physical game that I could mend on the spot, but the best I could do was go out of server for a few minutes to update the Silverlight plugin to the latest version. Unfortunately, that didn’t help.

If I could do it again I would slow things down a bit and add some more features, like powerups to freeze time or get extra lives. Ideally I would have ended the game with a review lesson of the problems the players got wrong, perhaps with tips on how to solve them more quickly.

The Education Arcade experience, and AC 230 itself, were wonderful experiences for me, totally exceeding my expectations. I was expecting that I would learn how effectively present information, in PowerPoint or something. But it turned out that I was learning how to think about much bigger ideas, like building, and using creativity as a means to a goal. Most of all, I was happy to find that it was all fun. Plus, it was great being around people who have dreams of being educators. I tried to feed of their desires to want to share their knowledge, and their openness to learning new things through such unconventional methods as building our own Caine’s Arcade.

In regards to the course description, I don’t think I would change anything about the class. I was intrigued by how Prof. Smith was using the Web 2.0 to join in and participate in like-minded networks. I wish we learned more about how to discover, and be a part of our own niches, on the web. Perhaps that’s best left for a course of its own though.

When I’m ready to find my niche, I’m definitely now keen on blogging and will likely be doing so. And if such a course exists by then, sign me up!


P.S. If anyone starts a blog, be sure to let me know. I would love to follow it.

Reflecting Back to an Educational Arcade

Our Arcade Prizes

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- “Bingo Speed” was a game that was a combination of both chance and skills. The reason I say this it is because for the “chance” part ANY one of the contestants can get a Bingo first because the number problems are the same on each given bingo cards except just scattered at different places. The number that gets chosen on the spinner board is on everyone’s Bingo card but just one can get a Bingo before the other. The skill part is giving them the importance of mathematics. The addition they have a knowledge of but when playing my game, you have to be thinking very fast because each number spun on the wheel only gives you 10 seconds to be able to find the problem on your Bingo card to place the chip on.

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 did not allow for players to construct knowledge because through playing Bingo Speed, they did not learn addition rather just learn to be able to add faster.

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?

The mechanics of my game turned out pretty well but at times my spinner would give me a little problem (or maybe it was just my finger-tired from flickering the arrow so much).  Although, it was able to get all bingo rounds done neat. It worked well in a steady way- it wasn’t neither too slow nor too fast. I think me counting up to 10 seconds was a little annoying since it would distract people. What I would like to change about the game is to get a better spinner ( Get Shaira’s Son to make me an electronic version! 🙂 ) and also to get a stop watch or something for the 10 seconds period.

AC 230 Reflecting Back.

My Academic Computing class was very educational and fun. It was totally different from what I had expected the class to be- in a good way. When I had registered for the class, I expected the class to be very computer relating knowledge although it was but it was far more than just that. I can honestly say I learned a lot from the class- Blogging, Making Tutorials, Editing pictures, Fixing image size using pixlr, Making Videos, Mocking games, Building our own game, Connecting with our peers and those of our field related “role models” and most importantly having fun through it all. Who could have possibly say they learned all these stuff in just about 4 weeks! I love the way Professor Smith had designed the class for us, it was truly amazing to have him as our Professor for AC230. Thank you for all your support and feed-backs Professor! My favorite assignment was the “Network Assignment” – it taught me a lot and gave me the opportunity to look across the web for a blogger who’s ideas and blog post would help me when becoming a teacher. I was able to find a great blog page of Mr. Yang- his postings are so recent and interesting to read. He adds  tips and lessons on how to prepare oneself when becoming a teacher. The constructing of arcade was a lot of fun; much more then I had expected it to be. I got to be a kid again and become crazily creative. I would not want to change anything about the class but if possible- if students want to create a really great arcade game, can they work in groups? I think this would allow them to build something much stronger and better. The knowledge I received from this class, I would be looking back at it in helping me become a better teacher in the future.


Arcade Day! :)


The arcade day was a complete success! My Rhyme-A-Dime game is a game of both, chance and skill because the dime has 3 chances of landing on the correct slot and need to have a sliding skill as well as know how to rhyme the chosen word. Players responded to this game as a lesson learned through play since you first need to find the word that rhymes with the word on the dime. The mechanics of the game turned put great because players were able to make the correct slots. Something I would change about this game is the size of the ramp because to make certain slots, the ramp would get in the way and it’s large size was not very necessary. I would also change the amount of chances one can slide the dime, I only gave 3 chances for each word, but if given more then I would’ve had more winners.

My favorite arcade game in the class has to be the “Aim and Build It Healthy.” I enjoyed playing this game the most because I loved the idea of incorporating throwing a ball to a board which contains healthy food drawings and I got the ball in the correct section almost at every attempt. The mechanics and rules were simple and creative as well. I believe this game can teach young students how to determine healthy food from unhealthy.

A game that I think could use some improvement is the “Finding Factors” game because the rules seemed confusing. When I played this game at the arcade I had to ask many questions and when I spun the spinner I landed on high products. This made it hard for me to divide all the pasta into the correct number of bowls. Also a lot more space was needed to focus on the factors I was working with. So to improve this game, I would suggest using smaller products so that dividing the pasta can be easier and I felt like the amount of time was not enough to divide everything.

I thought this class would be difficult since there were only three weeks to complete the course, but it actually turned out to be an interesting experience. It was my first time blogging and this class has helped me discover how much fun it is to share my point of view on different topics. I actually enjoyed the class since it was designed around constructing the arcade which is extremely unique and this assignment taught me to be creative with education which is really important to keep in mind. My favorite non-game oriented assignment has to be the tutorial one because I explained each step of something I enjoyed making. I would not like to change this class in any way, but would rather recommend it to other students. This professor knows how to make learning fun! Thanks for an interesting winter session!

Reflections on Game Day…

Arcade Game Day!

Arcade game day was awesome, everyone came up with great games that involved learning through play!  I was impressed by everyone’s level of creativity in coming up with a combination of both fun and learning.

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Was your game one of chance or skill or a combination of both?  How did people respond to the style of play?
My game, EZ as Pie Fraction Action was a game of both skill and chance.  It begins with a bit of chance by spinning the wheel.  When the wheel stopped on a fraction, then came the skill part.  The player needed to create the fraction visually with a paper representation of a pie.  When the fraction is properly displayed with the paper pie, some skill was then required to tell me the percentage of that fraction.  The final part of the game required a bit luck by being able to throw jacks into a cup that displayed the percentage equivalent of the fraction that was selected. Judging from the various player reactions, it seemed like everyone enjoyed the game.  Even though some players couldn’t tell me the percent some fractions equaled, I had to keep giving them clues 🙂

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 can be used to learn about fractions by seeing it visually with the pie and it can also be used for rote memorization learning methods.  Once the players have a foundation of fractions, this game can be used to memorize the various fractions facts.  For this reason, it think the appropriate grade level is 4th or 5th grade.

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?
The mechanics of the game turned out well.  The electric motor and battery pack kept it interesting.  The pace of the game was quick as you move from one part to the next.  This is especially useful for kids who have shorter attention spans.  If this game was implemented in a classroom, I would modify it to include a timer for each game.  As the kids get familiar with the fractions, the next step would be to make it second nature to them.  Sort of like 2 + 2 = 4 (no one thinks about that but everyone knows the answer)

At the end of the first day, I was overwhelmed by the amount of information that I had to understand.  I had never blogged before and was not familiar with some of the concepts such as embedding a youtube video, let alone making a youtube video!   Through asking questions, researching and collaborating with my classmates, each day was more fun and interesting than the previous day.  I now have a twitter and pinterest account that I use daily.  Aside from the blogging and creating games in class, I really enjoyed reading and researching about different bloggers in my field.  This was one of the very few classes that I can say I’ll be referencing for years to come.  It will definitely play a role when I look for efficient methods of teaching as I begin my career as an elementary school teacher.

I now understand why the class was designed and constructed around the arcade.  If I had to put a theme around this winter session, it would be ‘Learning Through Fun’.  Since we are all [hopefully] future educators and former/present students.  We can see that when a topic is interesting it makes it easier to understand and learn.  For children, what better way to learn than to go to an arcade.

The assignment that I’ll never forget was the ‘make a tutorial assignment’.  Although it wasn’t as easy as it sounded, I enjoyed every minute of it.  Thank you Professor Smith for a wonderful experience!

The World’s Fittest Athletes

The World’s Fittest Athletes Game

My game was called “The World’s Fittest Athletes” which was a game designed to teach the 5 components of physical fitness which are Cardiovascular Endurance, Muscle Strength, Flexibility, Muscle Endurance and Body Composition however for the sake of the game I left off body comp because it is a complex component to apply to physical fitness.  The idea of the game was to build a lesson around the Physical Fitness Components and associate them with various sports activities.

Thanks to the help of Prof. Smith I was able implement the components into a game similar to Dungeons & Dragons.  In my game I have a wheel of athletes who have a set level of 1 -18 which correspond to each of the 4 fitness components, the player then spins an arrow along the wheel to acquire an athlete, after that the player has 4 dice rolls to increase the levels of each component, depending on what they roll they receive that number in tickets, if they go over 18 they get nothing but if they get to the max of 18 they get an extra 10 bonus tickets…

The physical fitness components and the wheel of athletes

My game was a combination of both chance and skill as the player had to become aware of their athletes levels of the 4 fitness components and skillfully gage which component they were apply added points.  It was also a game of chance because when the player rolled the dice their was a chance they would either roll to low, to high or just right.  I liked implying both elements of skill and chance because it made the game more exciting.

I think my game allowed the player to construct knowledge because to start the game you had to learn the the physical fitness components and associate them with various sports activities.  Once the player became aware of the fitness components and the levels associated with their athlete they then had to estimate how to increase each level.  Therefore in this sense a player had to construct a knowledge of the fitness components.

The mechanics of the game I felt were pretty good,  the design or game play was a little complex to grasp for a first time player therefore I had to monitor/explain the player through their first go round, but after their first play they became pretty comfortable with the mechanics and game play.  You could say it was it bit cumbersome at first but if I explained it clearly the player would learn the game through play.  I would change the complexity of the different parts to the game such as the scoring system and the rules but I am a bit unsure of how I would change those elements.  The most efficient way I suppose would be writing the rules & objectives more clearly on the game.  I really liked designing this game and playing it too, I also think the students had fun playing it as well but I realized that I had to guide the player through their first play.  I would simplify the rules/objectives to allow the player to play without my guidance…

AC 230 Reflection

With concern to my expectations for this class, leading up to the class I was really unsure of what to expect. All I wanted to do was strive for an A+, take full advantage of all the knowledge presented and participate as fully as possible.  When the class started and Prof. Smith explained how the class was going to be I was a little concerned as I am not that tech savvy but I did expect myself to perform the course material, learn as much as I could and enjoy the whole process.  Overall I am pleased with the outcome and with concern to my expectations I felt I learned a lot of knowledge on computer/internet info and most importantly it helped think about ways to implement technology in my profession as a PE teacher. Every assignment we were asked to complete truly helped me increase my abilities as future teacher.

The concept of designing the class around building and education arcade where students create a lesson based game was an awesome idea and I think every class participant really enjoyed this class.  The education game assignments were super fun and the non game assignments I definitely appreciated the most were the DS106 assignments, both completing a DS106 and designing my own DS106 style assignment were very beneficial to me because it opened my eyes to the possibility of using creative technology based lessons as a PE teacher/coach/ trainer.

Overall this was great class for education majors and the way Prof. Smith designed this class was very knowledgeable, highly interactive and very fun.  Honestly I don’t think I would change any aspect of how the class was because I completely benefited from every   assignment, task and challenge… GREAT CLASS!!!!



Game Time!

  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 game of skill.  After using your knowledge of nutrition and the five food groups you had to use your shooting skills (or beer pong skills) in order to be successful at my game.  As a PE teacher I deemed it necessary to incorporate shooting skills.
  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 required some prior knowledge about nutrition and the 5 food groups but it also constructed knowledge through play.  I believe my game allowed a player to gain knowledge by highlighting the percentages of certain food groups in which we consume on a daily basis.
  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?  The mechanics of the game turned out fairly well.  Making the holes larger made it easier and more fun to play.  It played fast but it could use some improvements on ball return and retrieval.  If I had to change an aspect of the game it would be how a player would receive the food item and the ball return.



To be honest, I thought this class was going to suck.  I pictured a professor lecturing about Microsoft Word and how to ‘Save As’, and how to use PowerPoint.  I was dead wrong.  This class was pretty awesome.  We built a website, went to Chuck E. Cheese and made an arcade!  I learned how to remix on GarageBand and create a Meem.  Prof. Smith is a cool dude and you can tell he puts his heart into this class and gives 100% everyday.  The class theme of “Education Arcade” is brilliant.  I have learned that having a theme makes the course much more interesting.  The class progressed and unfolded in a matter that fostered learning (despite the fast pace of the winter session).

Reflections On the “Whack A Mode” Game



Yesterday was my last AC230 class meeting. This meeting was very special, Prof. Smith organized an arcade party with all the educational games we had designed for the class. Students had a chance to play with each others games and win prizes. Here I talk about how things went with my game.

The goal of a Whack A Mode player was to recognize the color that appeared the most and to whack the craft sticks which represented that color under the least time possible. My game demanded recognition skills and fast hands from the player. However, everyone who played the game was very comfortable and played the game very well.

Whack A Mode allowed players to get an informal introduction to what is called ‘the mode’ in statistics. The players could have played the game without knowing what the mode was and still win. The game was designed for a first grade classroom and could be used as an attention getter for any lesson on the mode.

The game turn out to be very easy and quick to play. Most players were finished playing within 10 seconds of starting. Players were able to recognize the mode very quickly. Which in part could’ve been due to the fact that the crafts sticks were uncovered and players might have been able to recognize the mode in advance, from afar, even before they  decided to play the game. To make this game more competitive, I would have to cover it while no one is playing. Also, I would have to add more craft sticks to it. More Craft sticks would definitely make the game more challenging.

Before I register for this course I thought that the class was going to be a very boring and demanding computer course, just like the ones I had previously taken at my old school. This is the reason why I decided to take this course in the winter, to get it over with. However, from the very first day I realized that this class was going to be very different than what I had expected. Prof. Smith gave us a very inspiring introduction to the course by showing us a video of Cain’s Arcade and since that day I’ve been excited with all the classwork done in class. I loved the idea of the class being designed around construction of an arcade. It gave me something to look forward to.

My favorite non-game oriented assignment was DS 106 assigment called 911, Whats Your Emergency?  In this assignment, I was required to create a recording of a funny 911 call. I decided to create the recording with the help of my sister and it turn out to be hillarious. Overall, I enjoyed the experience of creating an educational game and I am looking forward to creating many more for my future classrooms. I wouldn’t change anything about the class, It was very interesting, fun and I learned a lot.

Arcade day (game day) and Reflection

My game Aim and Build it healthy, was to teach children how to build a healthy meal and identify what is healthy and what is not. The kids who played the game came back even the students came back as well and wanted to play again was to obviously win more tickets, but to also to aim better and not get the ball stuck or landed on the junk food parts of the board. But overall it looks like everyone had fun and enjoyed the game.


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 based on both of skill of aiming right and chance that it lands on the healthy sections and not the junk food/pizza and fries. After several times of trying it, the players responded to my style in a positive way of playing by trying to aim and make sure it landed right and  wanted to try again and again even though their turn was over, but they had lots of fun.

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 was more towards the direction of the players to construct knowledge, learn,  and challenge themselves at the same time to see which food groups they need to build a healthy meal and focus on that part of the game and try to win.

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)

The mechanics of my game were great. There was no timing involved, the rules were to focus on aiming the ball and landing it the right spot on the board, and they get 3 balls, but towards the end I made it 4 balls to land on what they players thought would be the correct way to build a healthy meal. One thing I should have changed and will do is to give adults and children separate distances to throw the balls on the board this way the distance will vary if the aimed and it landed on either the healthy foods or the junk foods.

My reflection:

I though this class was going to be boring because the other ed classes I took were long  and boring and I thought it was going to be the same, but it turns out that it was a totally different class altogether. I learned so many things in this class such as how to blog and embed videos, music, photos, movies, etc. I learned how to incorporate technology with education and how to make my health lessons fun and exciting and not have students fall asleep or not pay attention in class. In such a class where we had about only 3 weeks or so, I learned a lot and it was fun and I didn’t realize class went by so fast. i have to say this class and Professor M.B. Smith are one of my top favorite and best classes I have ever taken here at York, thank you Professor Smith and it was an honor and a privilege being in your class this winter semester.

Finding Factors And Our Educational Arcade

From the beginning of the semester we knew that we are going to have a real educational arcade at the end of the semester.  We had field trip to Chuck E. Cheese so that we have a better idea how does an arcade works.  I am really proud to say that we build an arcade of our own and it turns out really really great.  We  had a lot of fun.  There were 14 educational game and all of them were enriched with the possibility to learn different educational skills.  Not only that people won a lot of tickets and redeemed them with different prizes.

My game was Finding Factors.  This was a game of both chances and skills.  I had a wheel that spins which gave the player a chance to land on a number and the skill was to find the factors of that number.  My game definitely allowed players to acquire knowledge because they were playing and learning how to find out the factors.  Even though this game was educational but the mechanics of the game turns out a little hard which makes it slow.  I decided to give the players 30 second, but while the players were playing the game I realize that it is not possible to find out all the factors within 30 second.  I would change the time and give them more than 1 minute because I saw that adults were having hard time to find the factors within 1 minute.  If a child wanna play this game they need more time.  The game would have been better if I had a counting machine and also a machine that will help the player to distribute the pastas more faster.  Here is a video of my game…[youtube][/youtube]

There were more games that attracted my attention and I played.  I loved the game called Bingo Speed not only because the player has a chance to win a lot of tickets but also because this is a speed game and the player will show how fast they can add and subtract faster.  This game gave you only 10 seconds to find the addition that matches the number.  I enjoyed a lot while playing the game.  If I have to change some thing in the game it would be making it learn addition because I felt that this is a skill game and it allows to show that how fast you can add and subtract. I would give the players chance to draw 2 numbers and whatever 2 number they draw, I will give them same amount 2 sets of objects and ask them to combine them and count how much it turns out.  By doing this players will actually learn how to add.  Otherwise Bingo Speed was a great game of showcase.

I have to confess that this was the best final I have ever had.  I took this class so that I can learn how multimedia facilitate education and It really helped me to learn a lot of new things such as blogging which I never did before, editing pictures and videos, find other peoples’ educational blog. I also learned about Moocs and found it really helpful for students.  This was the first Arcade our professor ever built and I would recommend to do it every semester and by doing this he will be able to improve more skill and as well as the students.  I enjoyed doing the visual and video assignment the most because I have done this for the first time and learned a lot of new things such resizing a photo, adding caption to photo and also make a video of my own and edit it.  This class was awesome. Now I can have my own WordPress blog.  It sounds great.