The last of my 3 part interview with Chris Haskell is up at the Cool Teacher Podcast. Check it out.
Posts Tagged ‘educational games’
May 29, 2013 by Josh Caldwell
May 16, 2013 by Josh Caldwell
Looks like I missed the memo, but the second part of my Cool Teacher Podcast interview with Chris Haskell went up a few weeks ago. Check out our discussion on the first steps for teachers interested in classroom gaming.
March 28, 2013 by Josh Caldwell
September 20, 2012 by Josh Caldwell
May 2, 2012 by Josh Caldwell
Recently I introduced a group of my technology students to the text-based adventure Lost Pig, both as a way of broadening their reading horizons and as a gauge of interest in the genre. I posted about the experience on this site, but there’s a deeper level of learning going on that I feel merits its own post.
When I first introduced my students to Lost Pig, I knew that they would find the experience challenging simply because it was an unfamiliar way to interact with text. As I expected, the majority of my students really struggled; they weren’t used to a game forcing them to do so much problem solving without any visual cues to help them. Right from the beginning players are preventing from going in any direction, and the player must notice that there is a noise coming from one of the bushes and then listen to that noise to progress. After a couple of minutes of confusion, the stronger readers figured it out an moved on. Gradually more and more students figured it out, until finally the stragglers moved on with a little bit of prompting. That’s when I made my first realization about IF.
Interactive Fiction FORCES students to use reading comprehension strategies – you can’t just gloss over text that you don’t understand and move on; you are physically incapable of progressing until you comprehend essential elements of the text.
This realization put my students’ frustration into a new context. The frustration they experienced trying to figure out the game is similar to the frustration they feel when reading a challenging text, only amplified. Students have to confront their comprehension issues on the spot, instead of waiting until a test or essay to realize that they didn’t fully understand what they read.
Interactive Fiction provides immediate feedback about your reading strategies. At its best, IF is responsive and adaptive – trying to do the “wrong” thing will often result in a hint or additional information to help the reader self-correct. Misconceptions and misunderstandings can be dealt with in real time and with humor.
Not only did the interactive nature of the game bring into focus the reading comprehension process for my students, it also actively helped them to engage and adapt. Imagine what we could do with an IF game purposefully written to model reading comprehension, a game that could articulate to the player how to make sense of the text. Students would then be more fully aware of when they are and are not successfully reading and comprehending the text, and they would be rewarded for demonstrating comprehension.
Interactive Fiction provides meaningful rewards for comprehension. Students feel a sense of accomplishment from solving puzzles and besting challenges.
I don’t mean to suggest by this that students shouldn’t seek intrinsic reward from reading, but rather that the gamely nature of IF engages in the reader a stronger sense of achievement. When the reader/player is actively taking part in the story, they can also take ownership over the accomplishments of their character. It’s one thing to read along as Harry and the gang work their way through the various enchantments protecting the Philosopher’s Stone, but another entirely to actually solve those puzzles on your own. While this can be the most frustrating aspect of IF for low readers, it is also the thing that is most likely to keep them striving. Well written IF provides gradually increasing challenges, allowing readers to build their confidence and invest in the story. The best written IF is fully adaptive, providing readers of multiple levels to be challenged and successful.
Interactive Fiction allows for students of all levels to be challenged. IF can be written such that there are multiple clues, deeper plot elements to explore, point systems, or other opportunities for readers to challenge themselves.
Where a traditional book can only provide one story, one experience, IF can adapt the story to meet the level of the reader. Skilled readers can be challenged to read deeply into veiled references that might lead them into a different storyline entirely. IF games can engage different levels of readers with point systems, Easter eggs, alternate endings, or even inside jokes that let a reader know they caught something that most wouldn’t.
The potential for IF in the classroom is really limitless, and I’ve only just scratched the surface. If you’re interested in learning more, I would highly suggest Jeremiah McCall’s site Gaming the Past, where he uses IF to explore historical events. I also have an IF game (my first) that I wrote as a hardware/software/networking unit assessment for my beginning Computer Tech class that you can check out (feedback and constructive criticism encouraged).
April 6, 2012 by Josh Caldwell
Ever since I first encountered the Inform7 interactive fiction engine at GLS7 last year, it’s been lurking in the back of my mind, looking for a way into the classroom. The idea of introducing my students to the text-based adventures that I loved as a kid excited me, but actually working it into my curriculum had to take a back seat to my revamped grading system, an entirely new computer technology course, and too many other focus-stealing priorities to list. I was about to give up on the idea until next year when Read Across America rolled in bringing both inspiration and opportunity.
My school has a fantastic community of readers, and as a staff we have dedicated Read Across America (March 2) to reading across all subjects. Every year I eagerly anticipate the day when students, dressed in their comfy cozies, carry around stacks of their favorite books. Teachers from every content area model a love of reading. Some classes allow students to read entirely independently, while others focus on content-specific reading, or readers theatre, or other literacy focused activities. All noble pursuits, but I needed something a bit different for my tech kiddos. Given that this was the first year for my computer tech class, I wanted something that the students would remember, something that would help them with their screen reading skills, but also something that would introduce them to kind of reading they likely hadn’t experienced. The time for Interactive Fiction had come! I was ecstatic, dreaming of a maze of twisty little passages all alike, but I just wasn’t sure if my students, the generation of realistic 3D graphics and visually astounding video games, would engage with a purely text-based game.
In fact, they LOVED it.
After a brief introduction to the genre and a basic list of key actions (N/S/E/W, Examine, Take, Ask, etc) I let the kids dive into Lost Pig, a short yet challenging IF game written in Inform. What followed was a period full of frustration and excitement, successes and failures, groans of agony and screams of elation.
I couldn’t believe how absolutely enamored my students were – eyes glued to their screens as they navigated dungeons, encountered trolls, and solved puzzles. As the challenges got harder, students scurried about the lab trying to bounce ideas off each other. They were playing a game, but it was a game without 3D graphics, or rumblepacks, or really anything beyond elaborately complex textual descriptions. They were defeating their enemies not with hyperrealistic weaponry, but with words and creativity. At the heart of it they were reading, writing, and thinking. And they were loving it.
In fact, they loved it so much that they begged me to teach them to program IF.
I haven’t gotten to the teaching portion yet, though I am pouring over the resources at Gaming the Past in preparation. I have, however, programmed my own game in Inform to get acquainted with the language. Not just a game, but an assessment tool as well, a quest that forces my students to apply their knowledge of computer hardware and networking to successfully escape in tact. It definitely needs some work and revision (comments/criticisms encouraged), but I hope you’ll try your hand at my first text-based game/assessment – Escaping the Gnome’s Cave.
June 16, 2011 by Josh Caldwell
You are standing in an open field west of a white house, with a boarded front door.
There is a small mailbox here.
This simple, succinct introduction opens the door to the rich immersive environment of 1980′s Zork, the most iconic example of the text-based adventure game genre. No graphics, no sound effects, just the richness of language to draw gamers into the experience. Though text-based games largely went by the wayside with the advent advanced graphical environments, it’s hard to ignore such games as examples of the beauty and power of language in an interactive narrative. Would that my Junior High English students possessed such descriptive prowess. (more…)
May 9, 2011 by Josh Caldwell
Given my love of gaming and my interest in the motivational value of video games, I’m surprised (baffled, really) that I’ve only recently heard of gamification. It’s not that the concept is unfamiliar to me, far from it, but this new (to me) terminology has opened the door to a whole world of people attempting to gamify education. Empowered by my new $5 word, I went on a marathon search bender to find out how people are gamifying their classrooms.
April 25, 2011 by Josh Caldwell
Saw this pop through on Twitter and I knew it needed a little more than just a RT. MIT has created an interactive game that combines science, anthropology, and mystery to get middle school students engaged in scientific problem-solving and critical-analysis.
“Vanished” is a two-month-long game, which debuted the week of April 4 and stems from an initial scenario revealed in recent video messages on the site. The premise is that people living in the future have contacted us in the present, to answer a question: What event occurred between our time and theirs that led to the loss of civilization’s historical records? Students must decode clues in hidden messages, and in response find and provide information about Earth’s current condition, such as temperature and species data, to help people in the future deduce what wound up happening.
I kinda want to play this myself – I just hope this is the first of many such realtime games from MIT (how about something I can use in my LA classes, please).
April 14, 2011 by Josh Caldwell
Differentiated instruction, intrinsic motivation, meaningful rewards, achievable challenges, corrective feedback – sounds like a laundry list of traits associated with Good Teaching. It also sounds a whole lot like video games. Neurologist Judy Willis makes that case that video games can be not only powerful learning tools, but also a model for classroom instruction.
Video games with levels of play allow the player to progress quickly through early levels if the gamer already has the skill needed. Gamers reportedly make errors 80% of the time, but the most compelling games give hints, cues, and other feedback so players’ brains have enough expectation of dopamine reward to persevere.
Try, fail, learn through feedback, succeed, achieve reward. So why are kids willing to persevere through a challenging game, but not through a challenging school assignment?
Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction.
Who has the time to provide the kind of constant, and automated, feedback and reward we get from video games? Willis suggests individual goal setting based on incremental level progression.
Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress. In contrast to the system of recognition delayed until a final product is completed, graphing reveals the incremental progress evidence throughout the learning process.
Forget gold stars, I think I’ll start providing Xbox Live style Achievements…