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.

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