Reflecting on Our Education Arcade Continued ..

The most exciting game for me to play was the remake of the game Deal or No Deal — in our arcade — called Find The Ace:

Though it was quite simple, it was the thrill of pulling the playing cards out the envelopes that made it so exciting and fun. The dealer was being cheap with the deals though. I was down to two envelopes. I had a 50/50 chance of getting the ace and my offer was ONLY 5 tickets to walk away. 5 tickets!! No way!

One thing though, I never quite knew what the lesson in the game was. My excitement just took over me and I never stopped to think what that could be.

I am not one who likes to give criticism, even if it is constructive, but the Professor is making me in this case!

Adder All was a game that I enjoyed playing as well. I am horrible at math, but having to figure out the solution to the problems before it hit the bottom got my blood flowing and  I could barely sit still in the chair. I’m making this statement unaware of what effort it might take to have a math program like that run smoothly, but I don’t think this particular game in our Education Arcade required much “building”. It was “techy” and that was cool, but maybe it was one of the easier ways out.

All in all, great turnout for the arcade with such little Makers time. The prize table and tickets were the icing on it all. Everyone did great! Good job guys!

 

 

 

The expectations I had for the class were exactly the opposite of what I went through this winter semester. I thought the class would revolve around learning about computers, their parts and how they function – sort of like the introduction course. I had no idea what I was stepping into the first day of class.

I was expecting it to be a drag, honestly. I was just ready to get in and get out in three short weeks. I think this was mainly because I was pretty bummed about not being able to enjoy my winter break, but instead being in York College for four seasons straight.

(Spring ’12, Summer ’12, Fall ’13 and Winter ’13).

I can say I also wasn’t excited about the class being focused around blogging. My face dropped when I heard that on the first day and I knew it would be a long three weeks. This was my thought  in the beginning of the class, but it ended up being something interesting and great. I wasn’t thrilled about having to post blogs and sit for time after time commenting on as many posts from my classmates as I could. I barely like to sit in front of my Mac to check emails for ten minutes. It blew my mind to think that I would have to be faced with a computer screen for four hours and then some extra hours at home for three weeks.

The class ended up being very exciting and with it revolving around the making of the Education Arcade, I got to interact with my classmates and I feel we were all pretty close at the end of the course. Making the arcade brought us together. I have a new found respect for blogging and bloggers. It seems like blogging is just like writing, like it would flow so easily, but blogging took more thought than I expected. Even though, I can’t see it as something I’d do outside of the classroom, I appreciate how bloggers keep us, non bloggers, in tune.

My favorite non-game oriented assignment had to be the few that were based around DS106 Digital Storytelling. Even though it was EXTREMELY frustrating trying to figure out how to edit and all, at the end when I finally got it, it was so much fun. When it comes to the visual and design assignments, you can really tweak anything you want! It’s amazing!

I’ve been showing my finished product to everyone I know because I was so amazed with being able to get it done.

I’m so proud of the work I accomplished this semester. Not to mention our Wiz Professor who helped answer my billions of questions and told me I will not give up – when I sure did want to.

What would I change about this class?

Easy, less time in front of the computer. Haha. No, but honestly, I would like it if we spoke more in group. It would help clarify some of the difficulties with assignments, but it would also allow us to share ideas with one another. It could act like the brainstorm before blogging. We were only able to do that right before building for the Education Arcade.

In all, I really enjoyed this winter class and appreciated that it took me out of my element. I explored technology and got to get in touch with my creative, imaginative kid side!

So I want to say Thank You to everyone. AC 230 was a really enjoyable class!

Reflecting on Our Education Arcade

Education Arcade – Real Prizes

My Academic Computing 230 class just wrapped up its Education Arcade full of great games, great people and even greater prizes! While most of the games revolved around the subject of Mathematics, my game was a different kind.  It was so much fun! Check out a player taking a shot at my game Make A Meal.

My classmate was such a great sport! Tons of fun.

I would say my game was a combination of both skill and luck. You could see in the video the Professor made a joke saying that my game required serious athletic ability which isn’t necessarily true, but it sure was a funny line. If it happened to be that the player of the game had great aim and was athletic, it might be easier for him or her to get the ring around the bottles. That’s where I can see the element of skill fitting in. On the other had, if a contestant decided to come and play my game and they didn’t have much hand-eye coordination amongst other things, then the concept of making a meal would be a lot harder to accomplish. This is why I say that the game involves some luck as well because with this kind of contestant, they’d have to just toss it and hope and pray it landed around the body of a bottle with the correct label. Therefore, whether my game is of luck or pure skill depends on the player.

Everyone who came around to play my game seemed very excited about the action component it involved. It was also very exciting because the players panicked a little every time the amount of tosses they had went down as they still hadn’t completed their meal. One thing I heard a lot was that my game was pretty hard. I don’t know if that was said jokingly, but  I hope so. After hearing that once or twice, I started modifying my game. I gave each player more tosses so instead of 6, maybe I gave them 8 and I gave the children about 10. Another thing I did was move the line closer and at certain times, I rearranged my bottles by spreading them out so the ring had a greater chance of not being obstructed by a bottle nearby.

Even though I thought my game was more steered towards showcasing knowledge, I think it also allowed players to construct knowledge about which foods belonged in certain food groups. As an example, I’ll use something I observed during the Arcade. I asked a player to make a meal using fruits, but no vegetables and she tossed the ring around the bottle labeled “carrot”. With her making that mistake, I got to explain to her that the carrot is a part of the vegetable food group as she thought it was a fruit. So with players placing wrong foods in the food groups, it allowed them to learn the lesson by playing. After that, some of the same players who made mistakes came back around to play Build A Meal again to get it right. Now that’s learning.

Other than some minor things, I would keep my game the way it was. I would change the labels I made. Because I wrote them with the only marker I could find at the time, silver, it was hard for some of the players to search out the meats and other products in the game. The bright light reflecting off of the metallic marker made it worse for them as well. Something else I would change is the ring. I would have loved to purchase an actual ring, multiple as well so that I didn’t have to go fetch the ring after every toss. This would also help keep track of how many tosses the player already took. I was keeping count with my fingers while trying to remember which parts of the meal were made already. I think my particular game was pretty fast paced so maybe I would like to give each player more chances at making meals, more than 6 tosses to slow it down.

The silly moves (tosses) with my game made it very playful and full of laughs and I think that is one very important part of an arcade, having fun. In our case – being able to be a kid!

Because I feel this post is getting too long – check out Part II of this post as I’ll comment on some of my classmates’ games and reflect on the class (:

Physical Fitness Plinko!

6 Components of Physical Fitness

 

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.

My Mini Plinko!

(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

 

IT’S IN THE BAG

The game I found the most interesting and the one I especially remembered as a child is “It’s in the Bag”. The basic rules of this game is guessing the correct price of the lining up grocery items. The first Two bags are usually the easiest and then the rest is a bit tricky.

THESE ARE THE 5 GROCERY ITEMS

THE DIFFERENT PRICE RANGE, NOW GUESS WHAT ITEMS GO INTO WHAT BAG

 

THE CORRECT MATCH

For my modified version i kept my focus on the my little Kindergarten group. they actually played  my version and some of them got it.my version involves matching and identifying number. My version has a lot of visual aid for them to rely on.

 

RULES: My rules were to basically match the items from the bag with the items I lined up on the table. I mixed them around and allowed the kids I worked with to take their time.

GOAL: My goal was to see how much time the students took to figure out and match each items. I closely observed their little strategies on how to solve the problem and gave their final answers. This was another fun way to familiarize numbers in different ways.

CORE MECHANICS: to help the player, I made sure that I incorporated enough  visual aid as I can. Along side the counting dots I also provided a fun image.

COMPONENTS:

  • Numbers 1-5 ( image of number and words)
  • Bags
  • Images to match  the numbers and words

SPACE: The player stand in front of bags with the given numbers to match the numbers in the bag.

 

My Game-kit

Supplies

Here is a Quick Demonstration of my Game

 

http://youtu.be/_FY1oWjaqek

The Object of the game is to Slide one out of the three quaters inbetween the other two. The only way you can advance is to slide it foward only. If you cannot make any moves foward by sliding inbetween the other 2 you have to shoot from where you are. If you shoot and miss and it is not slid inbetween the other 2 quaters the coins are then turned over to the opposing player. The first person who gets 5 goals wins. This is a fun game to play if you have dont have alot of different supplies. If you cannot find anything to use for goals you can also use yours fingers.

Game Setup

 

 

If you wanted to Modify this game you could add different objects consisting of anything to obstruct the coins and make it harder to slide them.

 

 

Chucky Cheese Milk Machine

A lot of the games at Chucky Cheese are purely based on timing, these are a lot easier than the other games of chance or some other skill (like basketball). They’re great if you came to win tickets, because once you’ve got the timing down, it’s just a matter of letting your muscle memory work for you.

An example game is Hat Trick. The mechanics of the game itself are a bit complicated (it’s a machine with moving parts), but the gameplay mechanics are pretty simple:

  1. Roll a token down the ramp
  2. Avoid the big holes and make it across the bridge
  3. Once you’ve crossed the bridge you’re in the money (ticket winner), but you can keep rolling through a tiny slot to win the jackpot.

It’s best to see this in action:

A game like this is definitely doable though. It’s just a matter of finding a way to rotate the table at the right speed. The ramps and board itself could be easily constructed.

To add an educational element to this game I’ll modify the rules so that the the numbers on the gameboard are different and there are now +, -, ÷ and × holes. The students get a free roll, and the number they hit is the number of tokens they are given for their turn. The goal of each turn in the modified game would be to hit a target number by performing a series of arithmetic based moves.

Example gameplay:

  1. Free roll: lands on 8, gets 8 tokens
  2. Student draws random number from a hat, lets say 32.
  3. Student must make the number 32 by using, at most, their 8 tokens:
    -Student rolls and hits a 14
    -Student rolls and hits a ×
    -Student rolls and hits a 2
    – Student rolls and hits a +
    – Student rolls and hits a 4
    – Student has 32, wins.

For my DS106 assignment I decided to go for a visual. I Google humors pictures of Buddha and I found myself connected to this one. I choose this image because it made me thing of the reincarnation theory. And the baby is basically thinking, he’s Buddha and he’s back to this new generation and he accepts a new lifestyle and new Philosophy. Pixlr.com is the program i choose to help me edit this picture, it was a fun site compared to the other ones I tried using.

DS 106 Visual/Video

 

For my Visual Assignment i found a picture of Mitt Romney and then Added the text. The site that allowed me to add the bubble textbighugelabs.com. I thought this was funny because it contradicts the knowledge of this man who ran for President.

The lesson i would create to incorporate DS106 is asking my students to create a visual photo while also adding text. The reason i would do this is so the students could gain experience resizing images, uploading images and learning to add text to images. I feel as if this is an important tool for students to learn in order to be successful with future projects they may encounter. Above you can see my photo that i added text to. I believe the students would respond well to this assignment. Due to the sudden boom in  technology students are becoming much more technologically advanced at a younger age. I think this assignment students would flourish.

The Audio Part of my Assignment i would have students record and edit their voice. This will help students familiarize them self with Garage band. I would ask the students to record them self spelling 5 words they are unable to currently spell. I would have students do this because certain students may learn better using auditory skills. Replaying this audio recording would help students learn how to correctly spell the words they chose. Unfortunately i am unable to demonstrate this audio recording because i do not have a MAC computer.

 

COVER UP

Rules:The Rules for this game is fairly basic. you start with an incorrect price at the bottom of the blocks. The object is to find the correct price of the car. above each of the digits for the incorrect price is the correct digit for that price. for the first digit of the price of the car there are a total of 2 digits. as you move to the right guessing the price of the digits above the incorrect price increase by 1. you use the digits on top of the incorrect price to cover the incorrect price. After she covers up each digits they check to see if she has any digits right the only way she can continue to play is if she guessed at least 1 digit correct.

Mechanics: The Mechanics for this game would be guessing the correct number in order to get close to the overall correct price of the car.

Space: Making a game that has square digits and large numbers.

Goal: After each guess the digits light up informing the contestant which numbers he or she has guessed correctly.

Parts of the game- A car, 20 different digits, a buzzer, a way to show correct guess,

 

My Mock-up game

 

Phy Ed Connections

In order to build a connection i searched twitter for anything phys ed related. I came up with a multitude of different teachers and professionals in this field. When you search twitter for phys ed so many people come up, along with connecting with other professionals these educators also post all different things phys ed related such as websites, curriculum, websites, and much more. i also discovered the hashtag #PEgeeks is a popular hash tag connection that all different teachers from around the world use to connect with different physical education ideas. On twitter i discovered a Physical Education teacher named Adam Howell, through his twitter i gained access to a lot of great information, he had a link on his twitter to a website that provides you with great apps for your ipad to use in your classroom.Here is also the link to the blog of Adam Howell. Technology and PE class is making huge strides, using technology to improve your lesson plans, share information, or even do activities is being a widespread common practice.