# 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]http://www.youtube.com/watch?v=FsVvjjlwxDc[/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.

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.

(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

# Building EZ as Pie Fraction Action

The goal I had set for EZ as Pie, Fraction Action was for it to be fun and educational.  I chose to do a math game because my eldest son, Omar, who is 10 years old and in 5th grade, had a tough time understanding fractions.  He is currently working on fractions in school and had a difficult time memorizing the percentage equivalent of fractions.  By creating a game where he can visualize the pie representing fractions would help him to understand the concepts.

Building Process:
I drew a picture of a pie onto cardboard paper, colored it and then cut it into eight pieces.  I then made a wheel that had different fractions on them.  I attached the wheel onto the upper left side of a poster board, connected to the gear part of a motor which was attached to the back of the cardboard.  The motor was connected to a battery pack and an on/off switch in a series circuit formation.  I drew the title of the game on construction paper in bubble letters, cut them out and glued it to the top center of the poster board.  I then cut out circle shapes and cut pieces out and glued it to decorate my poster board.  I also wrote fractions and percents all over the board.  On the upper right side, I attached a print out of the rules of the game.  On the bottom of the poster board I attached a shoe box cover, which I glued constructions paper onto for decoration.  Then I glued eight small cups onto the board with percents on them.

My cardboard pie

My fraction wheel

motor and battery pack

cups with percent of fractions

Rules

Creating this game was fun, I love gluing, cutting, coloring…pretty much anything that involves art!

Hopefully your game was a success – people learned, had fun, and won prizes! For a final blog post I want you to do two things talk about how things went with your game answering the questions below.

1. Was your game one of chance or skill or a combination of both? How did people respond to the style of play?
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)?
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?

Here are links to the videos I took of your games being played. Apologies for the few videos with bad sound. I think I had my thumb over the microphone! Be sure to embed your game in the final post.

World’s Fittest Athlete

Coin Skee

EZ As Fraction Action

Multi–Pop

Rhyming Slide

Whack a Mode

Meal Toss

Make A Meal

Finding Factors

Find The Ace

Aim And Build It Healthy

Also I want you to comment on at least to games posted. Find your favorite game you played and talk about what you liked about the mechanics and rules. What made it fun. Also find a game that you think could have used some improvement to the game’s mechanics and/or rules. Be sure to give advice and ideas.

Finally please in your final post reflect on your expectations of the class and what it turned out to be like. Tell me about your feelings of the class being designed around constructing the arcade as well as describe your favorite non-game oriented assignment. How would you change this class? Why?

# Making of Aim and built it healthy

The creation of my game consisted of the materials; cardboard, clear/see-through velcro, sharpie markers, pin-pong balls, and crayons.

Aim and built it healthy and the materials put together to create it

My original design was to put small pictures next to each slice or section on the cardboard,  but due to limited and short on supplies, I had to improvise and move to Plan B. It was using sharpies and crayons to trace and fill in pictures, and then cover velcro over the ping-pong balls and test to see if it would stick and it did, plan b worked!!!!.

I am happy to say that with the help of my fellow classmate and how she helped me last minute, the project came out great and both the classmates and kids who were at the studio had fun an awesome time. 🙂

# The Making of Bingo Speed.

My Documentations of “Bingo Speed” in process.

Outline of Bingo Speed

Pasting of numbers and darkening of the lines.

The Final Piece.

Bingo cards constructed

Bingo Chips

When I decided to turn the BINGO education, I did not know how to get there besides the fact about adding addition problems to its card. I did not know how to be able to go about creating the game fun and challenging. However, though the support of my Professor – Prof. Smith and My Class Fellows- I was able to turn my boring game of Bingo to a fun “Speed Bingo.”  The idea was really good but I did not know how I was going to get my numbers drawing to work- my first thought was to just pick out numbers from the hat but that did not show any “creative-ness.” I wanted to get artistic and what not. I wanted to make something that would be fun to play with and also a little bit challenging and intense for one to play. Therefore, I began to think of games that I found fun while my time at Chuck E Cheese and also Dave Busters. I like games that involves spinning wheels. Right then a light bulb switched on and I decided to make my Speed Bingo a game where it involves me spinning a wheel 🙂

Although I had my idea thought out and designed. I had trouble getting my spinner to spin! It got so annoying to the point where I wanted to design something else =/ I knew I did not have much time but also knew I had to get it done no matter what. The thought of YouTube-ing “How to Make a Spinner for board games?” came to my mind and I had my bestfriend help me find a simple video to help me get my project done.

I had wished for my game to be fun and educational with a little bit of  intensity. I think i was able to accomplish that-  Watch my video!  The more I played with new contestant the more ideas grew. I was able to grasp a better hold of my game with better rules! I could have done a better job at first but since I did not have the opportunity to play it with many people, I did not get much feedback nor any advice.

Thank you guys for playing my game and helping me in improving it 🙂

# Whack A Mode

I received great feedback from my friends, my classmates and Prof. Smith on how to improve The Mode Game. Using their input I was able to improve The Mode Game into a new game that is now called “Whack A Mode”.

The last game was very slow and had an unintended memorization aspect to it. This time, I made the game just about learning the mode. I was able to remove the memorization aspect and increase the speed of the old game simultaneously by presenting the all the data at once. In The Mode Game the data was displayed individually which took more time and memorization. To make the improvement I had to modify the entire game. Here is a video of the new game:

Here is how I created the game using the steps of Find Play In Things

Gather Materials:

A cardboard box, color craft sticks, a stopwatch, clear tape, gift wrap paper and a home made hammer.

Activity Explored:

I made small holes in the box so that the craft sticks would stand alone on the cardboard box.

Core Activity:

Use the hammer to whack the all the craft sticks that represent the most frequent color displayed.

Rules:

One player is required to play per game. The player recognizes the color that appears the most (the mode) and whacks all the craft sticks which represent that color. The player does this without touching the other sticks and in the least time possible.  The time will be measured using a stopwatch. If the player finishes within 10 seconds he or she gets 30 tickets, within 15 seconds 20 tickets and within 20 seconds 10 tickets, if the player takes more than 20 seconds he or she receives no tickets.

Play Testing The Game:

I had some of my friends play the the game to test it. They liked the game for the most part, but recommended that I remove some craft sticks to make it easier for kids to identify the mode. I feel confident that this game can help students understand the concept of the mode.

I wished my new game lasted a bit longer and that it was more engaging to the players. During my building process I made many different versions of the game but at the end I ended up with the design that was possible to build within the time constraints.

# Rhyme-A-Dime!

Lesson: Rhyming Words!

I created this arcade game to teach 3rd graders how to rhyme words and match them. I used actual dimes and covered them with tape that I can write words on. 18 dimes for the 18 slots. I had chocolate containers, so I reused them for the word slots. I titled this game Rhyme-A-Dime because it rhymes which is the main point of this invention. Then I made a styrofoam ramp to slide or roll the dimes on and also added lanes with halves of index cards to it so the aiming could be easier. I placed all of this in a box to hold the ramp up and keep the game together. Every player is given 3 rolling attempts for all 3 different words and they recieve 3 points for each correct slot they make.

The words written inside the dime slots are 3rd grade level words, but can be changed depending on the grade level. Creating this game was simple and it was interesting to see the many ideas I kept coming up with to make it better.

The dimes display the words that need to be matched with the words in the slots. This game can be educationally modified in a math related way by using the values of the coins used and rolling them down to certain amounts. Students will be able to learn how to sum up coins and practice their value.

When I attempted the game, I discovered that it was a very fun way of teaching how to rhyme words because it required prior planning to decide which word to roll the dime towards. There were a few times I missed the correct slot, so I tried different angles with my hand to roll the dime. When my brothers played, they enjoyed the concept of the game because their hand coordination is good and made it in the slot every time, then I made it more challenging for them by raising the ramp to make the dime land mainly straight down, but they figured out that the speed of the rolling needs to increase to get the slot they needed. Overall, I would definitely recommend others to try to create and play this game with children because I believe it teaches an effective English lesson. I mainly focused on making this educational game an English lesson since my major is English and Childhood Education, so this assignment helped me get a glimpse of ways I can use my creativity and imagination to teach something children should learn.

# Favorite Chuck E Cheese Game!

The Skee Ball game has always been my favorite arcade game because I played it many times in my childhood and it still entertains me. The point system of this game is not the simplest at first, but the more the game sucks you in, you keep track of the times you get the ball in the holes. The core rules of this game are to get the ball in the highest hole because that’s where you gain the most points. But, the tricky and frustrating part is actually making the shot. My aim has never been the greatest, so this game is still quite challenging for me. This game keeps me focused and determined which I enjoy and it’s also good to practice the throwing technique needed to win.

To modify this arcade game into an educational game, I can change the rules by having the children keep track of the amount of points they are winning on a piece of paper to add or subtract their points or instead of numbers change the categories to words with different endings to learn and on the ball write another word with similar ending to make the ball in the correct word hole. This game can make students competitive because they will be having to keep up with points to be able to win. This arcade game can be turned into many math related games for different grade levels and it will keep them thinking!