After watching both the videos and reading over the presentation, I have a more positive impression of video games and their effects on children's intellectual and social lives.
Before looking at these resources, I have always thought of video games as an individual hobby that isolates children from their peers; I have always assumed that children who play video games are less social than children that don't. From the "Teens, Games, and Civics" presentation I have learned that is not the case. 76% of gamers play video games socially; they either play with friends physically in the room with them or with online friends. During these games they are communicating about the game, strategizing, and providing feedback to each other. They are building social skills.
I had never considered that video games could actually improve intellectual skills. From the video "Your Brain on Video Games" I learned that you can use video games to train the brain; that cognitive function can be improved, and the positive results can last months. You don't just learn these skills and forget; you retain the information.
In the video "Are Video Games Making Kids Smart" they talk about how the brain releases dopamine when a gamer overcomes a challenging situation. Children are given a problem and they must think critically and consider all the possible solutions. When they succeed in the challenge the dopamine gives them an intrinsic reward; they are excited and proud of themselves for completing their goal. This kind of intrinsic reward is a great motivator for kids to want to take on challenges and solve problems.
I have gained an appreciation for video games and their effects on the children that play them. These resources show that video games are not only a fun hobby for kids; they are a way for kids to socialize with others who have similar interests, and also learn at the same time.
Thursday, January 31, 2013
3rd Presentation Response: Teens, Games, and Civics
3 Things I Learned
The first thing I learned in this video is that the majority of video games that kids play are not violent games. This surprised me because when I think of kids playing video games I have this picture in my head of boys playing violent games that involve shooting people or blowing things up. Actually, the most popular games that kids play involve music, sports, or racing. The second thing I learned is that video games are highly social; before this class I have always assumed the opposite. According to this research, 76% of gamers play socially, either with others in the room of with others online. I wouldn't have thought that percent would be that high because I've always considered video games as something that is done individually. The third thing I learned is that kids play anywhere from six to eight different genres of games. This caught my attention because I would have thought kids would find one genre they liked and stick with that. Its good that their gaming is so diverse.
2 Things I Agree/Disagree With
"90% of parents say they know what games their children are playing." I disagree with this; this number seems high to me. I think a lot of time video games and TV are used as babysitters and I don't think those parents really monitor what their kids are playing. I think the percentage is so high because parents are embarrassed to say they don't monitor what their kids are playing; they don't want people to think bad of them.
"Negative/positive influence of video games depends on the game itself." I agree with these parents; is does depend on what type of game the child is playing. If they are playing really graphically violent video games, it could have a negative influence on the child. They may think because they see it all the time that it is okay. If the games they are playing are educational and give them the opportunity to solve problems and think critically, it could have a positive influence on them. It teaches them to think in ways they might not have before.
1 Question I Have
What is modding and machinima? I have never heard those words before and I was really confused by that slide. I had to go and google the terms to find out what they mean. I think it would be a good idea to include a slide in the presentation that explains those terms to the readers.
The first thing I learned in this video is that the majority of video games that kids play are not violent games. This surprised me because when I think of kids playing video games I have this picture in my head of boys playing violent games that involve shooting people or blowing things up. Actually, the most popular games that kids play involve music, sports, or racing. The second thing I learned is that video games are highly social; before this class I have always assumed the opposite. According to this research, 76% of gamers play socially, either with others in the room of with others online. I wouldn't have thought that percent would be that high because I've always considered video games as something that is done individually. The third thing I learned is that kids play anywhere from six to eight different genres of games. This caught my attention because I would have thought kids would find one genre they liked and stick with that. Its good that their gaming is so diverse.
2 Things I Agree/Disagree With
"90% of parents say they know what games their children are playing." I disagree with this; this number seems high to me. I think a lot of time video games and TV are used as babysitters and I don't think those parents really monitor what their kids are playing. I think the percentage is so high because parents are embarrassed to say they don't monitor what their kids are playing; they don't want people to think bad of them.
"Negative/positive influence of video games depends on the game itself." I agree with these parents; is does depend on what type of game the child is playing. If they are playing really graphically violent video games, it could have a negative influence on the child. They may think because they see it all the time that it is okay. If the games they are playing are educational and give them the opportunity to solve problems and think critically, it could have a positive influence on them. It teaches them to think in ways they might not have before.
1 Question I Have
What is modding and machinima? I have never heard those words before and I was really confused by that slide. I had to go and google the terms to find out what they mean. I think it would be a good idea to include a slide in the presentation that explains those terms to the readers.
Wednesday, January 30, 2013
2nd Video Response: Are Video Games Making Kids Smarter?
3 Things I Learned
The first thing I learned in this video was that IQ scores in the United States have been increasing since the 1990s. I found this surprising because all I ever hear about in the media is how our kids are getting dumber and how every country in the world scores higher than us on testing. It's nice to hear that our IQs are getting higher, although, I don't think we can attribute that all to video games like the man in the video is implying. I would say many factors contribute to that. The second thing I learned is that when someone overcomes a challenge on a video game, dopamine is released in their brain. I had never thought about that before, but I can see why it happens; you get a rush from accomplishing a goal, just like you would running a race or scoring a touchdown. The third thing I learned is what gamification is; I have never heard that word before watching this video. I now know that it is the process of using game thinking to engage audiences and solve problems. I like the analogy the man made about the computer dash in the hybrid cars; how it engages drivers to make better choices to help the environment.
2 Things I Agree/Disagree With
There is one statement he made that I strongly disagree with; that nobody wants to sit down and read a book, and that those days are behind us. I couldn't possibly disagree more; I love to read! If there is a book I'm really into I could read it for hours and not even realize it. I really don't like his negative attitude towards books and I think that attitude can be bad for our students. I think we should be expressing a love of books and reading to our students and encouraging them to read. No video game, TV show, or movie can ever go as in depth and be as expressive as a book.
I do agree with his message that parents should sit down and play their child's favorite video game with them. By doing so, you are getting the opportunity to not only spend time with your child, but also you are taking an interest in something they love. That is important because it lets them know that you are interested in them and that you won't just brush off something they love.
1 Question I Have
The question I have is for the man in the video and it pertains to what he was saying about kids not wanting to read because it wasn't interesting enough. The way he talks everything needs to be flashy and extravagant, or else children won't be interested. My question to him would be "If we teach kids that the only worthwhile things are the ones that have all the bells and whistles, how will they ever appreciate the simple things in life?"
The first thing I learned in this video was that IQ scores in the United States have been increasing since the 1990s. I found this surprising because all I ever hear about in the media is how our kids are getting dumber and how every country in the world scores higher than us on testing. It's nice to hear that our IQs are getting higher, although, I don't think we can attribute that all to video games like the man in the video is implying. I would say many factors contribute to that. The second thing I learned is that when someone overcomes a challenge on a video game, dopamine is released in their brain. I had never thought about that before, but I can see why it happens; you get a rush from accomplishing a goal, just like you would running a race or scoring a touchdown. The third thing I learned is what gamification is; I have never heard that word before watching this video. I now know that it is the process of using game thinking to engage audiences and solve problems. I like the analogy the man made about the computer dash in the hybrid cars; how it engages drivers to make better choices to help the environment.
2 Things I Agree/Disagree With
There is one statement he made that I strongly disagree with; that nobody wants to sit down and read a book, and that those days are behind us. I couldn't possibly disagree more; I love to read! If there is a book I'm really into I could read it for hours and not even realize it. I really don't like his negative attitude towards books and I think that attitude can be bad for our students. I think we should be expressing a love of books and reading to our students and encouraging them to read. No video game, TV show, or movie can ever go as in depth and be as expressive as a book.
I do agree with his message that parents should sit down and play their child's favorite video game with them. By doing so, you are getting the opportunity to not only spend time with your child, but also you are taking an interest in something they love. That is important because it lets them know that you are interested in them and that you won't just brush off something they love.
1 Question I Have
The question I have is for the man in the video and it pertains to what he was saying about kids not wanting to read because it wasn't interesting enough. The way he talks everything needs to be flashy and extravagant, or else children won't be interested. My question to him would be "If we teach kids that the only worthwhile things are the ones that have all the bells and whistles, how will they ever appreciate the simple things in life?"
Tuesday, January 29, 2013
1st Video Response: Your Brain on Video Games
3 Things I Learned
The first thing I learned from this video was that the average age of a gamer is 33. This really surprised me; I would have thought the average age would have been a teenager. When I think of a 33 year old, I imagine someone with a career and maybe a family; someone who is really busy and doesn't have time to sit and play video games for hours. The second thing I learned was that gamers have the ability to track 6-7 objects of attention at a time, as opposed to a non gamer, who can only track three. I can see how this can be true, because gamers are constantly surveying a game scene, and they have to be able to respond quickly. I, not being a gamer, couldn't even keep track of the one blue face that she first showed. The third thing I learned from the video is that it is possible to use video games to train your brain, and that the positive effects can last months after. This was the most shocking to me; I never would have thought that playing an action game could improve cognitive skills.
2 Things I Agree With
The first thing that I agree with is that in moderation video games can be beneficial. As long as people don't spend hours a day on them or use them in place of socialization, I don't see them as being harmful. The second thing I agree with is that video game designers need to make games that are irresistible and engaging, but also educational. Nobody wants to spend their time playing something they find boring. The video game needs to grab the attention of the gamer, while still having learning benefits.
1 Question That I Have
The brain scientist in this video talks about a reasonable dose of video games being okay. The question that I have is: What is considered a reasonable dose? In the study, they had the gamers play ten hours over two weeks. Is this the recommended amount? Is more time harmful?
The first thing I learned from this video was that the average age of a gamer is 33. This really surprised me; I would have thought the average age would have been a teenager. When I think of a 33 year old, I imagine someone with a career and maybe a family; someone who is really busy and doesn't have time to sit and play video games for hours. The second thing I learned was that gamers have the ability to track 6-7 objects of attention at a time, as opposed to a non gamer, who can only track three. I can see how this can be true, because gamers are constantly surveying a game scene, and they have to be able to respond quickly. I, not being a gamer, couldn't even keep track of the one blue face that she first showed. The third thing I learned from the video is that it is possible to use video games to train your brain, and that the positive effects can last months after. This was the most shocking to me; I never would have thought that playing an action game could improve cognitive skills.
2 Things I Agree With
The first thing that I agree with is that in moderation video games can be beneficial. As long as people don't spend hours a day on them or use them in place of socialization, I don't see them as being harmful. The second thing I agree with is that video game designers need to make games that are irresistible and engaging, but also educational. Nobody wants to spend their time playing something they find boring. The video game needs to grab the attention of the gamer, while still having learning benefits.
1 Question That I Have
The brain scientist in this video talks about a reasonable dose of video games being okay. The question that I have is: What is considered a reasonable dose? In the study, they had the gamers play ten hours over two weeks. Is this the recommended amount? Is more time harmful?
Saturday, January 26, 2013
Double Journal Entry #2
After playing Gardens of Times for the past week, I can see
how the game reflects some of the principles of good games for learning:
Interaction—there
is a lot of interaction between myself and this game world. The other characters in the game frequently
pop up and talk to me. They give me new
challenges, provide guidance about how to play the game, and give me feedback
about how I’m doing. Anytime I am stuck
on what I should do next I can click on one of the icons for guidance about
what I need to do in order to complete a mission. I like that there are characters that talk to
me; it makes the game more interesting, and I don’t feel like I’m in this by myself.
Production—this game
gives me the opportunity to make my own decisions. I can decide which setting I want to play in
and how many times I want to play that setting.
I can build and decorate my garden in any way that I want. I can visit neighbors and send them gifts. I can choose to complete a mission, or pay to
skip it. I like the independence of this
game; I don’t think I would like it as much if the game told me every move to make. I like having choices because I feel like I’m
in charge of the game.
Well Order Problems—this
game is set up in levels; you have to master each one before moving on to the
next. I think this is a great strategy for
game design. It gives the gamer goals
and is very motivating. I like a
challenge, so I’m always motivated to get to the next level. There is a sense of accomplishment and excitement
when you reach the next level because you don’t know what is coming next. I think this type of game would be the most
motivating for students.
Challenge and
Consolidation—what I really like about this game is that you don’t just
finish a level and move on; you have the option to revisit the level and play
again. This gives you the opportunity to
try different strategies and become an expert at this level. The more I played a level, the better I got
at remembering where items were, and the faster I could complete the
level. I also like how this game rewards
you for revisiting a previous level; it gives me more motivation to try to
master each level.
Just in Time and On
Demand—this game gives you information when you need it. I think this makes the game much easier and
less intimidating, because you are not bombarded with all of the information at
the beginning of the game. If I was
given everything at the beginning, I would never remember it all, and I would
more than likely become frustrated and quit.
It makes so much more sense to be given information about new levels and
missions as you are ready.
Pleasantly Frustrating—what
frustrates me about this game is not looking for the items or completing the levels;
but decorating the garden. This may
sound silly, but I am a perfectionist, and trying to get the garden to look how
I want it to is what frustrates me J I think I spend more time rearranging my
garden than actually playing the levels.
Explore, Think
Laterally, and Rethink Goals—I strategize and reassess my goals every time I
play this game. Sometimes, I want to
move right on to the next level after finishing the last, and sometimes I want
to keep playing the level I’m on to master it or gain more points. Sometimes, I want to complete the missions to
gain extras, and sometimes I don’t. This
game gives the gamer the chance to think through what they can do and act on
it. You are able to change your goals.
Smart Tools and
Distributed Knowledge—the other characters in this game have knowledge
about the levels and missions, and what needs to be done to accomplish them. They continually pop up in the game to share this
information with the gamer. I like this because
I don’t feel like I’m on my own and I know I can get some help when I am stuck
and don’t know what to do. If it wasn’t
for these other characters, I might not be able to navigate my way through the
game. This is important because if a
gamer cannot figure out how to play the game, they would most likely give up.
Performance Before Competence—this
principle is definitely true of this game.
I have never played this game before and I had no idea what I was doing
when I started. I just jumped in and started
exploring and playing. This principle is
important because most people don’t go into a new game knowing how to play; the
game needs to provide the opportunity for the gamer to still play, without
being competent. There needs to be the
chance to learn as you go. If I couldn’t,
again, I would probably get frustrated and quit.
Saturday, January 19, 2013
Double Journal Entry #1
“You can act in the
simulation and test out what consequences follow, before you act in the real
world.”
“We have known for years now that a great many school students can get good grades on paper and pencil tests in science, but can’t use their knowledge to solve actual problems.”
I completely agree with this quote because, unfortunately, too
much of the time students are simply being taught for a test. The main objective is that students are able
to pass a paper and pencil test. I don’t
believe this truly assesses whether a student has learned. In order to really understand something, you
have to be able to apply it. Applying
knowledge involves hands on/real life experiences, and video game simulations
can be a great tool to use. Students will
be able apply knowledge and solve problems using digital simulation.
I really liked Mr. Gee’s article on video games and
learning; so I looked for other resources from him. I found the video Video Games, Learning, and Literacy and chose it because I liked what he said about “all a video game is,
is a set of problems you must solve.” I
have never thought of video games like this; I have always thought of them as
mindless playing. I never considered
them to complex, or require problem solving.
I also liked what he said about assessment driving our educational system. We teach and teach a concept, and then give a
paper and pencil test to assess whether the student has learned, when we should
be building our assessment into what we are teaching every day.
As a teacher, I am interested in someday using simulations like these in a science class so that students can test different theories and hypotheses. I believe it would be a great way to enhance learning and get students engaged in problem solving. Another benefit is that students can test hypotheses they couldn’t do in a classroom; ones that are too dangerous or the materials are too expensive.
I like this quote because I believe it has great potential
in the classroom; especially when teaching science or math. A great deal of science and math is trial and
error; you hypothesize about a science concept and then test it out. If it works, great; if it doesn’t, you make adjustments
and form another hypothesis. In math, a
lot of times, there are multiple strategies to solving one problem. You try them out, and find out which one
works best for you. Video games that
allow the simulation of these hypotheses and strategies are effective ways for
students to input their hypotheses and strategies and test the consequences. Instead of testing them in the real world,
they can first test them virtually.
“Winning would mean
just what it does to a scientist:
feeling a sense of accomplishment through the production of knowledge to
solve deep problems.”
I chose this quote because I like the message it gives to
students; that using their intelligence to set goals and solve problems is
something to take pride in. There is an
intrinsic motivation to succeed. One of
the concerns I have with video games that deal with stealing cars or shooting/killing
other players is that kids don’t get anything positive out of winning. They win, and feel accomplishment, by doing
things that are bad. However, in video
games like the one in the article, they win by doing good things; using their mind
and solving problems.
“We have known for years now that a great many school students can get good grades on paper and pencil tests in science, but can’t use their knowledge to solve actual problems.”
This article did change my mind about a connection between
video games and learning. After reading
this article and watching the video, I can now see how much more complex video
games can be. During these games,
students are setting goals, strategizing, using trial and error, making
adjustments, problem solving, and much more.
There is a lot going on cognitively in a student’s brain while he/she is
playing.
As a teacher, I am interested in someday using simulations like these in a science class so that students can test different theories and hypotheses. I believe it would be a great way to enhance learning and get students engaged in problem solving. Another benefit is that students can test hypotheses they couldn’t do in a classroom; ones that are too dangerous or the materials are too expensive.
Resource
DML Research Hub. (2011, Aug 4). Games and Education Scholar James Paul Gee on
Video Games, Learning, and Literacy. Retrieved from http://www.youtube.com/watch?v=LNfPdaKYOPI.
Tuesday, January 15, 2013
Introduction for EDUC 6814 Game Design and Learning
Hi, my name is Abigail Hayhurst. I am from Bridgeport, WV. I graduated from FSU this past December with my Bachelors in Elementary Education. I am currently working as a substitute teacher in Taylor County.
I am working towards my Masters in Digital Media. What I hope to get out of this class is to learn how to find and/or design educational games that can be used in the classroom to enhance learning. During my time student teaching, I saw just how positively students respond to using technology in their learning. I want to be able to incorporate technology whenever I have my own classroom.
I am not a gamer, and I have never been, even as a child. I have very limited experience with video games. I have always been a very active person; I love to be outside and I love to run, bike, and swim. I think because of this I have a negative position on video games. I would rather see kids being active and socializing with friends instead of spending hours in front of a video game. Although, I do see the benefit of educational games on student learning. They can be engaging for the students, and provide them with technology experience.
I chose the video Video Game Addiction because it addresses the biggest concerns I have with video games. I'm afraid of how digital media is taking the place of face to face interaction. If children are spending hours in front of a video game instead of playing with friends or spending time with family, it is negatively effecting their personal relationships and their ability to interact with others. I also worry about the violence in a lot of video games, and how seeing that over and over makes violence normal to them. I am shocked at some of the things kids say about hurting others; like they don't understand how serious it is. The second reason I chose this video is because I think it does a good job of presenting the issue from both sides, because you can't blame these problems entirely on video games.
Lastly, I was born in 1985, and three major events that happened that year were: a volcanic eruption in Columbia killed 25,000 people, British scientists discovered a hole in the ozone layer, and Microsoft released the very first version of Windows.
I am working towards my Masters in Digital Media. What I hope to get out of this class is to learn how to find and/or design educational games that can be used in the classroom to enhance learning. During my time student teaching, I saw just how positively students respond to using technology in their learning. I want to be able to incorporate technology whenever I have my own classroom.
I am not a gamer, and I have never been, even as a child. I have very limited experience with video games. I have always been a very active person; I love to be outside and I love to run, bike, and swim. I think because of this I have a negative position on video games. I would rather see kids being active and socializing with friends instead of spending hours in front of a video game. Although, I do see the benefit of educational games on student learning. They can be engaging for the students, and provide them with technology experience.
I chose the video Video Game Addiction because it addresses the biggest concerns I have with video games. I'm afraid of how digital media is taking the place of face to face interaction. If children are spending hours in front of a video game instead of playing with friends or spending time with family, it is negatively effecting their personal relationships and their ability to interact with others. I also worry about the violence in a lot of video games, and how seeing that over and over makes violence normal to them. I am shocked at some of the things kids say about hurting others; like they don't understand how serious it is. The second reason I chose this video is because I think it does a good job of presenting the issue from both sides, because you can't blame these problems entirely on video games.
Lastly, I was born in 1985, and three major events that happened that year were: a volcanic eruption in Columbia killed 25,000 people, British scientists discovered a hole in the ozone layer, and Microsoft released the very first version of Windows.
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