Sunday, May 5, 2013
Sunday, April 28, 2013
Sunday, April 21, 2013
Idea's For Literature Review
I often hear friends and professionals complain about violence in the world today. Stricter gun regulations are a controversial topic in West Virginia. Often people blame video games for violence. I want to find some true statistics on the correlation between violence and video games. So I chose the question, "What is the relationship between video games and violence?"
Here are articles I have found to help me answer this question:
Here are articles I have found to help me answer this question:
- Video games aren't to blame for violence
- Video games a scapegoat
- Video game playing and its relations with aggressive and prosocial behaviour
- Video game violence and aggression: Comments on 'Video game playing and its relations with aggressive and prosocial behaviour'
- Continuing controversy over video game content: Debate over violence- filled video games has been raging for more than 10 years
- Video games--good or bad?
In addition, I do want to point out the characteristics of a "good game" by using the following references from the course:
Gee, J. P. (n.d.). Retrieved from http://www.academiccolab.org/resources/documents/Good_Learning.pdf
Gee, J. P. (n.d.). Retrieved from website: http://www.academiccolab.org/resources/documents/MacArthur.pdf
Griffiths, M. D. (2000). Video game violence and aggression: Comments on 'video game playing and its relations with aggressive and prosocial behaviour' by O. wiegman and E.G. M. van schie. The British Journal of Social Psychology, 39, 147-9. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/219191751?accountid=10797
Jarjoura, B. (2003, Jan 24). Continuing controversy over video game content: Debate over violence- filled video games has been raging for more than 10 years. Daily Townsman. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/356151093?accountid=10797
Mardero, A. (2005, Jun 02). Video games aren't to blame for violence. Sudbury Star. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/348976930?accountid=10797
Tien-Hua, W. (2000, Jul 31). Video games a scapegoat. The Vancouver Sun. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/242684480?accountid=10797
Wiegman, O., & Emil G M van, S. (1998). Video game playing and its relations with aggressive and prosocial behaviour. The British Journal of Social Psychology, 37, 367-78. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/219186411?accountid=10797
Video games--good or bad? (2005, October). Pediatrics, 116(4), 1025. Retrieved from http://go.galegroup.com.ezproxy.fairmontstate.edu/ps/i.do?id=GALE%7CA137965726&v=2.1&u=fairmt&it=r&p=ITOF&sw=w
Sunday, April 14, 2013
Double Entry Journal #11
Quote:
"In my mind, play and learning can and should be intimately linked. Each, at its best, involves a process of experimentation, exploration, and testing the boundaries."
Reaction:
I could not agree more with the author on this one. At times, it is looked down one if a class is having "too much fun." Heaven forbid, a student giggle during class or have fun learning :). Learning is always the priority in the classroom, but it does not have to be perceived as something boring in miserable. We need a little "play" in the classroom, whether it be through technology or just a fun activity. Playing and learning deserved to be link. Why not create learning that involves exploration and creativity?
Additional Resource:
Editorial: Play and learn: potentials of game-based learning
British article on the true potential that gaming can have on learning.
"In my mind, play and learning can and should be intimately linked. Each, at its best, involves a process of experimentation, exploration, and testing the boundaries."
Reaction:
I could not agree more with the author on this one. At times, it is looked down one if a class is having "too much fun." Heaven forbid, a student giggle during class or have fun learning :). Learning is always the priority in the classroom, but it does not have to be perceived as something boring in miserable. We need a little "play" in the classroom, whether it be through technology or just a fun activity. Playing and learning deserved to be link. Why not create learning that involves exploration and creativity?
Additional Resource:
Editorial: Play and learn: potentials of game-based learning
British article on the true potential that gaming can have on learning.
Week 12 - Final Game Reflection
I call my project “Skip the Skier Slope Game.” Skip is a beginner skier that cannot go down
slopes steeper than -1. A fun and
energetic dancing guy takes the player through different animated ski
slope. The player is given the rise and
run and has to use this information to determine whether Skip is able to go
down the slope or not. The player encounters multiple skills while playing the game. First, the student needs to calculate slope. Then the player needs to be able to determine
whether the slope is steeper than -1.
This helps students truly understand what slope is. I came up with the idea because I was
teaching slope to 8th graders.
They let me know at the beginning of the unit that slope was really
confusing and they had no clue what it even meant; they just knew it had
something to do with rise, run, x values, y values, and graphing. When I introduced slope, I introduced as a
real concept: A numerical value given to a line/incline/ramp to describe its
steepness. I found that once students
were able to realize that okay a slope of -3 is steeper than a slope of -1,
calculating and remember how to calculate slope became easier. I wanted to create a slope game that mirrored
this real world thinking.
Creating this game was challenging at times. I had to create all of the backgrounds for
my animated ski slope. I used triangles in Paint and the created the
picture around the triangle so I could get a precise look at what a slope of
-1.5 would look like. I learned so much
about animation during the process; I
literally spent hours just trying to figure out how to do something like
transitions backgrounds and Sprite animations simultaneously. It was a rewarding experience because I
began to grow a tremendous amount of respect for animators.
I am very proud of my project. I am not sure what I am “most proud” of; I am
extremely pleased with the finished product.
I didn’t know that I was capable of creating an interactive computer
game, but I am!
I am happy to say that my game does provide explicit
examples of principles of good gaming and good learning. The learner must take on a new identity; they
become ski experts that are helping a friend, Skip, safely choose slopes to go
down. The game is interactive; it does
talk back and even give the gamer hints when he/she makes incorrect
decisions. The player becomes a
producer; he/she makes the decision on the slopes that are alright for
Skip. The game allows for players to
take risks; if they answer incorrectly, it is okay; they will get a hint. The game involves well-ordered problems; the
problems at the beginning are easier and the hints at the beginning are more
in-depth. This order also challenges the
player. The game can be pleasantly
frustrating for some students, challenging, but doable. System thinking is needed for my game;
students aren’t just simply finding the slope; they are “using” the slope.
Sunday, April 7, 2013
Double Entry Journal #10
Quote One:
"It is the interactive and multimodal features of computer games that have been proposed as being particularly powerful in regard to learning."
Reaction to Quote One:
Computer games are interactive and multimodal; these two characteristics are powerful in learning. I believe all teachers strive to have an "interactive" classroom and "interactive" lesson. Why not explore how computer games can make that possible or assist?
Quote Two:
"The fact that children, adolescents and adults learn important lessons about themselves and their surroundings by engaging in game-like activities is uncontroversial. Throughout social and behavioural science discourse on social and cognitive development, gameplay is regarded as an important arena for the development and formation of thinking, identities, values and norms (Cole, 1996; Piaget, 1951; Rogoff, 1990)."
Reaction to Quote Two:
This quote helps disprove the thought that games do not belong in the curriculum. Gameplay is an important arena for the development of not just thinking, but identities, values, and norms. I teach middle school where students really start developing their identity. If gameplay can help develop something as crucial as identity, then I am interested in incorporating it.
Quote Three:
"By paying serious attention to how players make sense of what they do, including the resources they draw on in the process, I believe that we as educational researchers can provide more realistic accounts of what computer gaming is about, how computer games might be used in order to facilitate learning in schools, and what, in fact, people learn when engaged in activities of computer game play."
Reaction to Quote Three:
I think that this is important to focus on. Are players just memorizing(short-term) codes or patterns to get through a game, or is there a deeper understanding at play? Do different games involve different processes? I do believe that some game design could be extremely beneficial to the learning in our schools, but in the same respect: it is important to remember that not all computer games will produce educational benefits. The educational benefits of engaging in activities of computer game play DO EXIST, though!
Additional Resource:
I found an awesome Prezi Presentation that someone created entitled: "Playing to Learn Math?" (embedded below).
I would really love to see the creator of this presentation present it, but go ahead and read through it. Very valid points are made and I felt it really corresponded with the article.
"It is the interactive and multimodal features of computer games that have been proposed as being particularly powerful in regard to learning."
Reaction to Quote One:
Computer games are interactive and multimodal; these two characteristics are powerful in learning. I believe all teachers strive to have an "interactive" classroom and "interactive" lesson. Why not explore how computer games can make that possible or assist?
Quote Two:
"The fact that children, adolescents and adults learn important lessons about themselves and their surroundings by engaging in game-like activities is uncontroversial. Throughout social and behavioural science discourse on social and cognitive development, gameplay is regarded as an important arena for the development and formation of thinking, identities, values and norms (Cole, 1996; Piaget, 1951; Rogoff, 1990)."
Reaction to Quote Two:
This quote helps disprove the thought that games do not belong in the curriculum. Gameplay is an important arena for the development of not just thinking, but identities, values, and norms. I teach middle school where students really start developing their identity. If gameplay can help develop something as crucial as identity, then I am interested in incorporating it.
Quote Three:
"By paying serious attention to how players make sense of what they do, including the resources they draw on in the process, I believe that we as educational researchers can provide more realistic accounts of what computer gaming is about, how computer games might be used in order to facilitate learning in schools, and what, in fact, people learn when engaged in activities of computer game play."
Reaction to Quote Three:
I think that this is important to focus on. Are players just memorizing(short-term) codes or patterns to get through a game, or is there a deeper understanding at play? Do different games involve different processes? I do believe that some game design could be extremely beneficial to the learning in our schools, but in the same respect: it is important to remember that not all computer games will produce educational benefits. The educational benefits of engaging in activities of computer game play DO EXIST, though!
Additional Resource:
I found an awesome Prezi Presentation that someone created entitled: "Playing to Learn Math?" (embedded below).
I would really love to see the creator of this presentation present it, but go ahead and read through it. Very valid points are made and I felt it really corresponded with the article.
Week 11 Scratch Game Edits
Above is the edited version of my game. I corrected the following bugs: 1. Player now starts the game by pressing the spacebar; before, players did not have enough time to read instructions. 2, The sprite has changed location on several backgrounds. Before, he was covering up some of the information such as the slope formula.
Tuesday, March 26, 2013
Double Entry Journal # 9
Why should programming be part of
school curriculum?
"...groups of youth had begun working collaboratively
together to create projects with a group name, such as “DGMM,” for
The Dang Good Money Makers. Youth also began to work independently
of mentoring support, reflective of the high volume of projects beginning
in June 2006, on complex projects and problems that they encountered in
Scratch..."
Anything that promotes collaboration, fun, AND INDEPENDENCE needs to be in the school curriculum. It is hard for me to think of current classroom activities that hit all three of these area.
What are the barriers to implementing
programming in schools?
"The volunteer mentors were college undergraduates, who were enrolled in an Education Minor course that focused on gender, culture and technology. As part the course requirement, these Undergraduates became mentors at the Computer Clubhouse, where they helped Clubhouse members in planning, developing and completing various design projects, while simultaneously learning various aspects of programming. We had a total of 38 Undergraduates enrolled over the course
This quote points out that often time and involvment barriers stand in the way of implementing something like this into school. I could imagine the rejection that some veteran teachers would have if we were to implement programming into our school. Lack of time or unwillingness to get invlolve and mento this program could stand in the way.
However it is important to note that programs like this can break barriers:
"Projects like these eliminate barriers between high and low pop cultures
How can barriers to implementing
programming in schools be overcome?
"Applied to the Computer Clubhouse setting, the technical dimension involved the introduction of new software, the organization of new activities such as workshops and gallery presentations, and the addition of mentors that were inexperienced programmers."
If we can give the reluctant veteran teachers proper training and show them the pros to programming in the curriculum, we could break the barriers.
Additional Reference:
This article discusses how it's "time for video games in school." Note: will have to use UCA to view article
Citation:
D'Amato, L.
(2005, Dec 03). Time for video games in school, york professor says. The
Guelph Mercury. Retrieved from
http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/355834457?accountid=10797
Sunday, March 24, 2013
Double Entry Journal #8
Quote:
Explanation:
I enlarged the font of the standout parts of this quote. Educators often are afraid to try anything such as this with their "special ed" students as they assume it will be too difficult. I know that I am guilty of not doing a particular technology assignment/creation with a particular group based off of their poor literacy skills. I think it is important to note that reading literacy and media literacy are two different things and it is possible for a child weak in one area, but strong in another. I know that I have had students that have a weakness in the classroom, but excel when it comes to creating a PowerPoint or doing a TechSteps lesson in Excel. It is important for teachers to realize and incorporate technological opportunities that can help students (possibly struggling students like Brandy) express themselves.
Additional Resource:
This article is possibly controversial as it makes the statement: "The bottom line? If you spend a lot of time in front of a computer as a child, you'll probably increase your chances of getting a job in the future. But you may not be nearly as literate or good at math as you might have been had you read more books or played more chess."
However it makes some points that I agree with (and some that I'm "iffy" on). I was looking for an article to examine how a child can have strengths in technology and weaknesses in core subject; I found this article instead(not exactly what I was looking for) and found it an interesting read I would share: Are Computers Really Bad for Kids?
Most importantly we feel that youth were able to creatively insert themselves and their interests into their media artwork. In the case of Brandy’s artwork, her personal style and the inspiration for the work reflected Brandy’s interest in cartoons and her personal connection to the Clubhouse mentor. Opportunities such as the ones presented in this paper, are particularly important for urban youth who are often seen as pushing new adaptations and transformations of media but are also perceived as standing on the sidelines of technology development and production.
Explanation:
I enlarged the font of the standout parts of this quote. Educators often are afraid to try anything such as this with their "special ed" students as they assume it will be too difficult. I know that I am guilty of not doing a particular technology assignment/creation with a particular group based off of their poor literacy skills. I think it is important to note that reading literacy and media literacy are two different things and it is possible for a child weak in one area, but strong in another. I know that I have had students that have a weakness in the classroom, but excel when it comes to creating a PowerPoint or doing a TechSteps lesson in Excel. It is important for teachers to realize and incorporate technological opportunities that can help students (possibly struggling students like Brandy) express themselves.
Additional Resource:
This article is possibly controversial as it makes the statement: "The bottom line? If you spend a lot of time in front of a computer as a child, you'll probably increase your chances of getting a job in the future. But you may not be nearly as literate or good at math as you might have been had you read more books or played more chess."
However it makes some points that I agree with (and some that I'm "iffy" on). I was looking for an article to examine how a child can have strengths in technology and weaknesses in core subject; I found this article instead(not exactly what I was looking for) and found it an interesting read I would share: Are Computers Really Bad for Kids?
Week 9
MOTIVATIONAL GAME(Note - mine will have more of a plot):
Saturday, March 9, 2013
Double Entry #7
Quote:
...shooting games like HALF LIFE require players to apply certain motor skills; puzzle game such as MICROSOFT MINESWEEPER require players to use logical-thinking skills. This context-oriented feature of games limits the trans-formative effect between individuals' gaming experience and the individuals' daily practices, including education. Therefore, choosing games that can help learners connect their gaming experience to authentic learning tasks is important for educators.
Explanation:
The quote I selected from the passage is more of a paragraph,but what stood out to me is what is in large font; I wanted to include the context from that quote. This stood out to me because it helped remind me the importance of game selection. It is important for an educator to select a game that can help build authentic learning experience. I have witnessed and been guilty of incorporating technology/games just because "it's the 21st century and we're supposed to;" however, the game or technology did not fit that educational task at hand. Teachers need to be careful not to select a game "for the heck of it" or to say, "Hey, look at me in my 21st century classroom!" It is important to remember the driving force in selecting games: making connections to experience authentic learning tasks.
Additional Resource:
Article on how gaming can improve information literacy. (note: I found this through the FSU library page so you may need to log in with your UCA)
How Gaming Could Improve Information Literacy
...shooting games like HALF LIFE require players to apply certain motor skills; puzzle game such as MICROSOFT MINESWEEPER require players to use logical-thinking skills. This context-oriented feature of games limits the trans-formative effect between individuals' gaming experience and the individuals' daily practices, including education. Therefore, choosing games that can help learners connect their gaming experience to authentic learning tasks is important for educators.
Explanation:
The quote I selected from the passage is more of a paragraph,but what stood out to me is what is in large font; I wanted to include the context from that quote. This stood out to me because it helped remind me the importance of game selection. It is important for an educator to select a game that can help build authentic learning experience. I have witnessed and been guilty of incorporating technology/games just because "it's the 21st century and we're supposed to;" however, the game or technology did not fit that educational task at hand. Teachers need to be careful not to select a game "for the heck of it" or to say, "Hey, look at me in my 21st century classroom!" It is important to remember the driving force in selecting games: making connections to experience authentic learning tasks.
Additional Resource:
Article on how gaming can improve information literacy. (note: I found this through the FSU library page so you may need to log in with your UCA)
How Gaming Could Improve Information Literacy
Sunday, March 3, 2013
Double Entry Journal #6
Quotes:
1) "Youth don’t love the technology itself—they just love how it enables them to communicate all the time, express themselves, and be entertained."
2) “Better theories of learning are embedded in the video games many children in elementary and high school play than in the schools they attend."
Explanation of Quotes:
I chose two quotes this week. The first quote is one that I strongly agree with, but never thought before. I have even told my own students, "You love the internet/facebook/twitter/etc. way too much!" This quote made me realize its not the "internet" or social network itself that students love. They love being able to be heard; they love constant communication; they like the entertainment that their peers provide, whether it be a funny YouTube video or a rant about a "bad day." Too often we refer to students like their technologies, but they like what technology offers.
I chose the second quote because it at first was offensive. I almost wanted to disagree. However, in some cases, I can see that it can be true. If we are not preparing our students for the 21st century, they may not be prepared at all.
Additional Resource:
Great video outlining the educational benefits to social networking:
1) "Youth don’t love the technology itself—they just love how it enables them to communicate all the time, express themselves, and be entertained."
2) “Better theories of learning are embedded in the video games many children in elementary and high school play than in the schools they attend."
Explanation of Quotes:
I chose two quotes this week. The first quote is one that I strongly agree with, but never thought before. I have even told my own students, "You love the internet/facebook/twitter/etc. way too much!" This quote made me realize its not the "internet" or social network itself that students love. They love being able to be heard; they love constant communication; they like the entertainment that their peers provide, whether it be a funny YouTube video or a rant about a "bad day." Too often we refer to students like their technologies, but they like what technology offers.
I chose the second quote because it at first was offensive. I almost wanted to disagree. However, in some cases, I can see that it can be true. If we are not preparing our students for the 21st century, they may not be prepared at all.
Additional Resource:
Great video outlining the educational benefits to social networking:
Sunday, February 24, 2013
Double Entry Journal #5
Quote:
"The findings reported here suggest that a level of direct teacher involvement can result in focused opportunities for students to engage curricular content."
Selection of Quote:
I select this quote to emphasize that when trying a game like Civilization III to increase curricular knowledge, DIRECT TEACHER INVOLVEMENT is key. I can see the benefits that this game brought, but to focused opportunities. Without the teacher's guidance as to "Why build the city here?" or "Why is the city in disorder?" the students may not have been able to make the cultural gains that they did. I think that this article shows a great example of how to incoporate games effectively.
Additional Resource:
I need to "see" something in order to get an idea of what this Civilization game is. This is about a newer version of the Civilization game (Civilization V), but it gives me a better idea of what kind of game the students were playing:
"The findings reported here suggest that a level of direct teacher involvement can result in focused opportunities for students to engage curricular content."
Selection of Quote:
I select this quote to emphasize that when trying a game like Civilization III to increase curricular knowledge, DIRECT TEACHER INVOLVEMENT is key. I can see the benefits that this game brought, but to focused opportunities. Without the teacher's guidance as to "Why build the city here?" or "Why is the city in disorder?" the students may not have been able to make the cultural gains that they did. I think that this article shows a great example of how to incoporate games effectively.
Additional Resource:
I need to "see" something in order to get an idea of what this Civilization game is. This is about a newer version of the Civilization game (Civilization V), but it gives me a better idea of what kind of game the students were playing:
About Me Project
- What was your inspiration? I just went skiing so I wanted to incorporate the slopes somehow.
- How did you do that?:
- What did you get stuck on? How did you get unstuck? It took me forever how to figure out how to incorporate my picture. I couldn't find my file. I just kept browsing around and finally figured it out.
- What are you most proud of? Why? My husband actually took the picture of the slope in the backgroud from a few weekends ago. I'm proud that I was able to incorporate the photo. I was also proud that I figured out how to "glide" the sprite down the slope.
Sunday, February 17, 2013
Double Entry Journal #4
Quote:
"We judge whether young men like Julio can read and write competently based on their performance on topics we care about. It just so happens that those are not always topics he cares about."
Explanation of why I chose this Quote:
Even in math, I judge competency based on the items that I select. This article made me think: Am I making the selections based on what culture says is okay? If someone in my class who I know is an avid gamer is failing, would I be apt to blame the video games? Would I ever consider somehow incorporating the math behind video game creation to reach this child? or would I just blame the video games and determine the child is incompetent in eighth grade math. I need to make sure that I don't just choose assignment based on what I care about. I need to teach my content standards and I need to make it be about the students. If a lot of my students are into video games, then I should incorporate video games.
Additional Resource:
Since this article had me thinking of ways to interest the "gamer" population in eighth grade math, I found this video. It discusses geometric transformations in in animations, like those in video games!
"We judge whether young men like Julio can read and write competently based on their performance on topics we care about. It just so happens that those are not always topics he cares about."
Explanation of why I chose this Quote:
Even in math, I judge competency based on the items that I select. This article made me think: Am I making the selections based on what culture says is okay? If someone in my class who I know is an avid gamer is failing, would I be apt to blame the video games? Would I ever consider somehow incorporating the math behind video game creation to reach this child? or would I just blame the video games and determine the child is incompetent in eighth grade math. I need to make sure that I don't just choose assignment based on what I care about. I need to teach my content standards and I need to make it be about the students. If a lot of my students are into video games, then I should incorporate video games.
Additional Resource:
Since this article had me thinking of ways to interest the "gamer" population in eighth grade math, I found this video. It discusses geometric transformations in in animations, like those in video games!
Ideas for Scratch Game
I would like my game to involve solving equations since that is what we are currently doing in the classroom right now. I would like to include some funny animation (like a dancing lady or talking duck) to occur when the question is answered correctly.
Sunday, February 10, 2013
Double Journal Entry # 3
Quote:
"New technologies, especially the Internet, offer much potential as vehicles for
intercultural collaborative inquiry, allowing us to develop global perspectives
on local issues and to find complex approaches to complex problems. However,
technology is only a tool-and one that is only as powerful as we choose to make
it. Better understanding the value of this tool to support learning is a central
concern and priority in our work."
Reaction:
Extra:
Towards a Framework for Understanding Electronic Educational Gaming
Towards a Framework for Understanding Electronic Educational Gaming
Scratch Game
I chose this game because the tune was catchy, you get more points by solving equations correctly. The game ends when you miss three equations. It has to do with what I am teaching right now - solving 2-step equations with negative coefficients.
Sunday, February 3, 2013
Double Entry Journal #2
Interaction:
"Games do talk back. In fact, nothing happens until a player acts and makes decisions." This is very true in Gardens of Times. Your garden does not grow if you just sit and stare at the screen.
Customization:
Gardens of Times has different levels. You can practice the first level as many times as you want until you are ready to move on to another level.
Agency:
Of course this game allows you to feel "ownership and control" as you defeat levels to build your garden however you want. You can place the artifacts where you want. You are in control.
Pleasantly Frustrating:
I had to choose this one because this is a feeling I often felt with the game. The game was doable, but challenging at times. I was frustrated when I knew I just saw and object, but I could not remember where I saw it.
System Thinking:
Garden of Times had me thinking about how my actions (what I build) would affect my future actions. Will I run out of room if I place an item in a particular spot and not be able to build my reputation?
Performance Before Competence:
The more I perform (play the game), the more competent I am. I do not have to gain competence before performance. As I practice, I get a better understanding of "how."
Teen, Games, and Civics
3 things I learned:
In the study, 97% said they have played video games.
Teen boys tend to play more mature or adult only rated game than girls.
Teens see more gamers being kind than hateful.
2 things I agree or disagree with:
I agree that gaming is very social.
I agree that civic gaming experiences do relate to civic engagement.
1 question I have:
Are their specific games that have been proven to have little or no social benefits?
In the study, 97% said they have played video games.
Teen boys tend to play more mature or adult only rated game than girls.
Teens see more gamers being kind than hateful.
2 things I agree or disagree with:
I agree that gaming is very social.
I agree that civic gaming experiences do relate to civic engagement.
1 question I have:
Are their specific games that have been proven to have little or no social benefits?
Are video games making kids smarter?
3 things I learned:
Kids today have to have extreme multitasking skills to operate today's video games
For the most part, average IQs of the population are continually increasing.
Studies have show that violent games don't make children violent.
2 things I agree or disagree with:
I agree that gamification works for this generation. A prime example of gamification is the MyFitnessPal app; if anyone is trying to lose weight out there, get it(it's free). MyFitnessPal app is a calorie and exercising counting app. Based on your current weight and goals, you are given a "net calorie" goal. The app is a networking app similar to Facebook/twitter. At the end of each day, MyFitnessPal will let your "friends" know if you have completed your food diary under or over your goal. Eating healthy has seriously became a game for me. I can create recipes on the app by entering ingredients and I seriously see how many calories I can save by swapping healthier ingredients like whole wheat items, skim milk, mozzarella cheese, ground turkey, etc. Needless to say I've lost nearly 10 lbs the first month of using this app and this video just made me realize why; it works for my generation:). The app also lets your friends know when you lose weight, exercise. I seriously feel like I hit the fire-shooting block in Mario every time I track. (PS. If you want to use it, my name is sarahcline7- you can add me:).
I agree that the kids are alright. They are going to be just fine.
1 question I have:
Can I get a speeding camera that will enter me into the lottery to win the speeders' money in my town? I seriously think that that gamification will get me to stop speeding forever:).
Kids today have to have extreme multitasking skills to operate today's video games
For the most part, average IQs of the population are continually increasing.
Studies have show that violent games don't make children violent.
2 things I agree or disagree with:
I agree that gamification works for this generation. A prime example of gamification is the MyFitnessPal app; if anyone is trying to lose weight out there, get it(it's free). MyFitnessPal app is a calorie and exercising counting app. Based on your current weight and goals, you are given a "net calorie" goal. The app is a networking app similar to Facebook/twitter. At the end of each day, MyFitnessPal will let your "friends" know if you have completed your food diary under or over your goal. Eating healthy has seriously became a game for me. I can create recipes on the app by entering ingredients and I seriously see how many calories I can save by swapping healthier ingredients like whole wheat items, skim milk, mozzarella cheese, ground turkey, etc. Needless to say I've lost nearly 10 lbs the first month of using this app and this video just made me realize why; it works for my generation:). The app also lets your friends know when you lose weight, exercise. I seriously feel like I hit the fire-shooting block in Mario every time I track. (PS. If you want to use it, my name is sarahcline7- you can add me:).
I agree that the kids are alright. They are going to be just fine.
1 question I have:
Can I get a speeding camera that will enter me into the lottery to win the speeders' money in my town? I seriously think that that gamification will get me to stop speeding forever:).
Your Brain on Video Games
3 things I learned:
90 percent of children play video games.
The mean age of a gamer is 33 years old!
The vision of those who play video games is better than the vision of those who don't play video games.
2 things I agree or disagree with:
I agree that video gamers are better at successfully multitasking. My brother is a video gamer and a king at multitasking!
Like wine, video games have a number of "beneficial ingredients" and when used in the correct dosage, video games can be beneficial.
1 question I have:
I can see the benefits of puzzle-solving and increased "mind-bending" skills that video games, but I'm curious as to when do people video game "too much" or are there any proven negative aspects of gaming?
90 percent of children play video games.
The mean age of a gamer is 33 years old!
The vision of those who play video games is better than the vision of those who don't play video games.
2 things I agree or disagree with:
I agree that video gamers are better at successfully multitasking. My brother is a video gamer and a king at multitasking!
Like wine, video games have a number of "beneficial ingredients" and when used in the correct dosage, video games can be beneficial.
1 question I have:
I can see the benefits of puzzle-solving and increased "mind-bending" skills that video games, but I'm curious as to when do people video game "too much" or are there any proven negative aspects of gaming?
Thursday, January 24, 2013
Double Journal Entry #1
Quote:
“In a video game, the player “plays” a character or set of
them. The player must discover what
goals this character has within the game world and carry them out, using
whatever abilities the character has.”
Reaction:
Although the author made several
excellent points, I chose to react to the social and personal aspect. I had never considered the fact that when you
game, you are “playing a character.” You
have to learn the limits in capabilities of this character. Misinterpreting your character can be
detrimental to the outcome of the game.
If you do not know what could help the character “win,” you will not
win. It is important for people explore/get creative outside of their own social zone. I can see the benefits of portraying a character in a different world.
Extra:
You may ask why in the world I chose this photo. I know this picture is kind of making fun of video games calling them a waste of technology; Why does video gaming have to have the negative connotation? I think this article shows there are several useful aspects of gaming. Why does Science/Medicine have nothing to do with technology used in video games? Would it not be beneficial for those in science/medicine to have simulations before doing the real thing?
How did this reading change or confirm your understanding of the
connection between video games and learning?
Prior to reading this article,
when I thought of the educational benefits of gamin I was thinking of the brain
busting puzzles and trivial games that the author mentioned many think of at
first. This article really helped me see
how (when utilized properly) video games can be good for learning in ways that
I had never thought of before.
Thursday, January 17, 2013
Introduction
a.Where you are from and what do you do.
I live in Lewisburg, WV and teach 8th grade math at EGMS (Eastern Greenbrier Middle School)
Very interesting video having to do with boys disengagement in school today. Sure it talks about zero-tolerance for "rough-housing" and not enough men in the schools, but at the end it discusses putting ourselves into "boy culture" such as designing better educational games in addition to changing other policies, bringing men back to the classroom. She discusses how educational gaming doesn't have the same budgeting as "World of Warcraft." Very interesting!
2. US Troops invade Panama.
3. Earthquake Hits San Francisco An earthquake measuring 6.9 on the Richter scale hit the San Francisco area. The quake killed 57 people but caused nearly $10 billion in damages.
I live in Lewisburg, WV and teach 8th grade math at EGMS (Eastern Greenbrier Middle School)
b.What do you
want to get out of the class.
I want to learn how to implement gaming into education. I want to learn how to make games for my students.
c Are you a
Gamer? What Games do you play? Why do you like playing games?
I am not a huge gamer. I like games where I am up and moving (a variety of the Wii or Xbox Kinnect games). I do like strategy word/number games on my phone, but that is about it.
d. What is
your position on kids and video games? (ie time wasters, socially isolating,
moral corrupting, new ways of learning, conflicted)
Games are often seen negatively, but I believe when used properly, they can offer new ways of learning and appeal to other types of learners.
e. Link
to a video, podcast, online article or blog
posting that is related to the effects of video games on children's
learning, sociability or character
development and explain why you have selected to
resource.
Very interesting video having to do with boys disengagement in school today. Sure it talks about zero-tolerance for "rough-housing" and not enough men in the schools, but at the end it discusses putting ourselves into "boy culture" such as designing better educational games in addition to changing other policies, bringing men back to the classroom. She discusses how educational gaming doesn't have the same budgeting as "World of Warcraft." Very interesting!
f. List
three major world events that happen during the year you were
born.
1. The Berlin Wall came down!2. US Troops invade Panama.
3. Earthquake Hits San Francisco An earthquake measuring 6.9 on the Richter scale hit the San Francisco area. The quake killed 57 people but caused nearly $10 billion in damages.
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