Throughout this semester I’ve been developing a game idea. To make it easier to find all of my blog entries related to my game idea, I’ve created this directory entry. Below is a list of the blog entries including links and a description of each entry.
- Learning Theories Mash Up — These two entries describe the learning theories I consider most appropriate for the type of learning that will occur in my game.
Initial Post and Update
Follow up post
- My (Story) — First thoughts about my game idea and the storyline behind it.
- My (Toys) — Two ideas for toys, or mini games, related to the larger game idea.
- My (Puzzles) — Two ideas for puzzles related to the toys that make a stronger connection between the toys and the larger game idea.
- My (Game) — The identification of the game’s goal, depending on the type of user, and how the storyline ends.
- Unobtrusive Assessment — A description of how assessment will be embedded in the game so as not to detract from the gaming environment but allowing for robust use of data to set a player’s learning path.
- Math Game Scenario — A description of the beginning of the game — how students will enter the game, get “into” the storyline, and receive their first tasks.
- Game Flow — A diagram showing a player’s movement through the game from entry to completion.
In previous posts I have outlined pieces of my math game idea. In the diagram below, I have attempted to illustrate the game flow. The initial clouds outline the entry into the game. The first cloud is where the animation I posted yesterday will appear. The rest of the diagram takes you through the player’s journey.
As mentioned in this post, players will be presented with a task list. The initial list will be based on their performance on the initial, embedded assessment.
After completing each task, the player will have the option to choose another. New tasks may be added to the list as a player’s skill set improves. Tasks may also be added as bonuses or to provide foundation for tasks players were unable to complete.
The game goal is met when a player completes all tasks needed to show mastery of the Common Core State Standards expected for a given grade. If the player is self directed, they will be given access to tasks beyond assigned grade level. Teachers may also choose to grant access to these tasks to students at their discretion.
1.0 Design — The design of this game is based on my learning theories mash up. It takes into account a learner’s current skill level, interests, and preferences. The instructional strategies used by the game are based on students’ need to understand math skills on a conceptual level as well as seeing how math is used in a real way. The overall message of the game is that math is interwoven into everyday activities.