Category Archives: Education

Creative Play

Part 5 of 6 of an ongoing series about the six activity modes.

Creative mode activities are sometimes hard to find within what we would consider the integral part of game play, but it often appears as a precursor or reward to game play. How many games have the option to dress the avatar before gameplay commences or reward the player by purchasing items and decorating their hideaway? This manipulation has taken the spot that paper dolls or make-up mannequins held during my childhood. Both boys and girls engage in this activity, but I certainly observe girls spending hours dressing their characters.

Marvel’s Create your own Super-Hero certainly appealed to this comic book-loving geek, but it has some of the inherent issues in these templatized activities. The player can only choose the typical female super hero body– pneumatic breasts not effected by this world’s gravity. Tall and lean, both the male and female bodies are completely unrealistic, but you are not limited in your color palette, making it possible to choose features and skin tone of any race. The brief Google search for dress-up games yield TONS of hits, but the majority were white, very thin images. Be cautious when designing your own avatars and be more inclusive, please.

The Sims,  Roller Coaster Tycoon and all the tremendous numbers simulation games were ultimately just vessels to create different worlds. While there were different challenges, a great deal of fun was had creating a personalized world with a color scheme and layout at the discretion of the player. It was not a huge coincidence that it was called a “god’s eye” perspective.

I’ve long thought that Andy Deck’s stuff was odd, interesting and thought-provoking. Here at Collabyrinth, he lets people create icons and then publishes them into a maze that displays the most recent users’ work.

Moving into the music world, this activity allows children to easily create music and sounds.

Finally, in Copy Cat, players recreate the images that appear on the screen. More of a problem-solving than a pure creative task, it does include aspects of color theory and the breaking down of space necessary for certain kinds of artwork.

I’m well aware that the activities for this blog entry are not strictly games, but I do think that these links provide activities that are compelling for a lot of users– and that it’s important to include opportunities for learners to create in free-form ways. Oftentimes as designers, we (or our employers) have a strong desire to lockdown the learner experience to predictable paths. Including creative activities challenge that structure.

Explorative Play

Part 3 of a six-part series reviewing examples of the six activity modes.

Another activity mode widely experienced in games is explorative play, where physical space and travel is simulated through the layout of the game arena. By hiding certain areas from view, the player is allowed to discover new areas and challenges in turn. Explorative play can be easily modified by the addition of other activity modes. Many three-dimensional “shooters” combine active and explorative play, where players find their way through virtual buildings or cities while dodging bullets and shooting enemies. Slower-paced educational games often pair exploration of an area with problem-solving activities.

I personally dislike explorative play. It makes me anxious because I don’t know what’s around that corner or in the hidden parts of the game board. I love Civilization. The first time I played Civ3 I played for 10 hours and then realized that I didn’t know what I was doing. Finally aware of the actual rules, I played for another three hours. Similarly when Civ4 came out I played til dawn one long night. But the initial stages of the game — the time where you send explorers out to scout the edges of the world with a completely hidden topography holds no appeal to me. Sure, there’s treasure and unknowns, but those things can be scary and dangerous as well.

In Little Wheel, the player explores the game space by solving puzzles and problems. Successful players are taken to another game space to undo other puzzles. Myst is the best known of these types of puzzle games.

Second Life is, of course, a social experience at heart, but it also incorporates a large amount of exploration of space and environments. In virtual worlds, people navigate their avatars through areas, discovering new spaces and interacting with objects by flying, walking, running, and jumping.

Bubble Tanks is a shooter that takes place within a series of contiguous bubble realms. Rather than experiencing player death, the player’s bubble tank is spat out to another bubble once its power has diminished.

The key to the explorative mode is understanding that not all options may be available simultaneously, and rarely is there a tiered, linear progression through levels. The explorative mode allows the player to feel in control of their movements through a larger space.

Active Play

Earlier I blogged about the 6 activity modes. Over the next few posts I am going to present some examples of games that highlight each of the activity modes. Today the focus is on Active Play. For those of you who don’t want to exercise the power of links or the scroll bar, here’s a review:

The gameplay mode most often thought of in connection with computer and video games is the active mode. In this mode, the player must respond quickly, using rapid-fire techniques, “twitch” speed, and combinations of keys or buttons to achieve the goals of the game. The game clock and/or threat of character “death” often provide structure and consequences. In games that shape play around action, the story lines frequently emphasize dichotomous conflict where the player embodies good against an evil opponent. Many of the most popular commercial games, including “shooters”, arcade-style games, and puzzles incorporate active modes into their game play.

The following games are quite different from one another in subject matter, game controls and genre, but they all incorporate active play.

Upgrade Complete I typically hate shooters, because I have no twitch speed, but this one has an interesting purchasing aspect. As you play you earn points that allow you to upgrade from a bare-bones Atari style game to a jazzy modern shooter with pretty graphics.

Word Bubbles This fast-paced word game requires you to form words with the same 3 beginning letters in a limited amount of time. I tend to find it addictive.

Typing of the Dead Awesome! A typing program that has makes your “ASDF” blast and explode zombies.

Tetris The classic combo of active and problem-solving play. You know you want to practice your spatial reasoning.

Introduction to the 6 Activity Modes

A few years ago I was working on some research that required me to analyze the game playing preferences of different children. I started off trying to use the existing game taxonomies to categorize their preferences, but found that they weren’t descriptive enough. Two games might both be puzzles, but have vastly different feel of play. After meditating on it for a while, analyzing a bunch of games, and looking back at the preferences of the students. I came up with the following 6 activity modes to describe the play that takes place within games. Multiple activity modes can appear simultaneously or sequentially in a single game.

  • Active Play

The gameplay mode most often thought of in connection with computer and video games is the active mode. In this mode, the player must respond quickly, using rapid-fire techniques, “twitch” speed, and combinations of keys or buttons to achieve the goals of the game. The game clock and/or threat of character “death” often provide structure and consequences. In games that shape play around action, the story lines frequently emphasize dichotomous conflict where the player embodies good against an evil opponent. Many of the most popular commercial games, including “shooters”, arcade-style games, and puzzles incorporate active modes into their game play.

  • Creative Play

Creative play offers the opportunity to create elements during play.  Some games provide opportunities to develop characters’ skills or appearance or to build or modify aspects of the environment. SimCity and the Tycoon games allow players to determine the components, layout and palette of cities, golf courses, roller coasters, and theme parks, while other games allow selection of character powers and appearance. Other creative elements in games can include free-form drawing, or the use of stamps to design printable or email-able documents that the player can use during or outside of game play.

  • Explorative Play

Another activity mode widely experienced in games is explorative play, where physical space and travel is simulated through the layout of the game arena. By hiding certain areas from view, the player is allowed to discover new areas and challenges in turn. Explorative play can be easily modified by the addition of other activity modes. Many three-dimensional “shooters” combine active and explorative play, where players find their way through virtual buildings or cities while dodging bullets and shooting enemies. Slower-paced educational games often pair exploration of an area with problem-solving activities.

  • Problem-Solving Play

Problem-Solving play is commonly encouraged via inclusion of puzzles, both in educational games and in commercial titles such as Myst. Here, there are specific rules for the activity sequence and the solution to the challenges. Even if there are a number of challenges within a given game, they are generally well defined, and undertaken independently. The problems may be hierarchical, requiring one problem to be solved before moving on to another, or the problems may be parallel and unrelated. Problem-solving may be fast-paced and reliant upon hand-eye coordination, or it can take a slower form where logic prevails.

  • Social Play

Social play can take a number of different forms. It can be the interactions between players and game characters or between the players themselves. This mode often provides the opportunity to manipulate the behavior of game characters, providing a god-like level of power. Interacting in a multi-player mode allows interaction between players in whatever manner the game allows, be it fighting, cooperating or romancing. Another form of player interaction takes place when two individuals use the same computer and station to control characters or action, when they must cooperate to some degree. This activity provides players with support, camaraderie, and/or help.

  • Strategic Play

Strategic play emphasizes the manipulation of resources–military, financial, or “human”–over a longer term. In games that emphasize problem-solving, achieving pre-set goals determines progress, while games that encourage a strategic mode of play often enable players to select their own or the computer’s benchmarks. Games that can include strategic activities include The Sims, titles in the Tycoon series, Civilization, and the Age of Empires. Few educational titles have incorporated this play mode into their games.

On Winning

“Education” and “competition” are not usually words that are associated with each other. However, competition is an innate motivator, and humans by nature enjoy winning.

Certain aspects of winning are universal to all competitive activities, including learning. A recent Newsweek article about winning provides insight into how instructional designers can create more engaging training. The author notes that winning by itself is not the most compelling impetus, but that winning while a competitor loses is more satisfying (this would seem obvious to anyone with siblings).

Rather than using  a “task completion” metaphor, instructional designers should use a gaming and winning metaphor when designing training. Rote tasks can be made more engaging if instead of simply reading and reacting in a safe environment, the learner triumphs over a tension-filled activity. Similarly, you can provide competitive opportunities with other learners virtually.

In many K-12 situations “safe” learning environments take out so much of the excitement of competition and rating. You have an obligation to make sure every beginner learner succeeds, but you also have an obligation to groom the special talents that individuals have as well.

How do you turn cognitive tasks into challenge?

Learning objectives can remain the same, but it’s the way that it is presented that changes. You don’t have to completely redesign your training to make it more challenging. Consider these simple ideas:

Allow learners to be wrong

  • Allow and penalize for incorrect answers. If learners can complete a course by merely clicking through content, they have little reason to engage with the content. Activities that allow for “failure” can create “good tension”.

Add variable scoring

  • Reward learners for learning more difficult material by acknowledging that all content is not equal.

Add timed components for some activities

  • While not appropriate for all activities, it does create a feeling of tension.

Allow for replay opportunities

  • This reduces some of the negative aspects of the capability for “failure” allowed by other competitive components.

Create opportunities to share leaderboard scores outside of the learning environment

  • Rather than learning taking place within a silo, authentic learning events can bleed into the larger community.

A simple multiple choice game can be either boring or competitive with a simple design tweak:

Boring

  • The learner answers a question and then views the answers tagged with “correct” and “incorrect” feedback.

Competitive

  • The learner answers a question. They receive variable points based upon the correctness of the answer, difficulty of the challenge and the speed with which they answered. They are then shown their score relative to other learners. The feedback is also contextual and continues the gameplay.

Take some lessons from this short quiz. How many times did you feel compelled to play?

A version of this post appeared on The Total Learner Experience

Don’t be Half-Assessed

Assessment is used to measure learning outcomes, but if you see it only as a testing tool you’re missing half its value. Assessment should not be punitive; it should uncover the learner’s strengths and help identify areas for improvement. Well planned and integrated assessment creates opportunities for learners to reflect on their learning, apply new skills and knowledge, and also enables the institution to recognize the value on the learning intervention. Adapting existing models can take you much further than re-creating the wheel. In this post, we examine some guiding principles for effective assessment.

An excellent example of assessment as a way to support learning goals is Adobe’s Certified Associate practice tests. Learners can take a certification exam without any structured practice, but there is also an unlimited certification prep test package. The practice test closely mimics the structure of the final exam. Both combine multiple choice questions and simulations of the Adobe environment. The multiple choice questions require the learner to demonstrate knowledge of design concepts and the production process. The simulations require the learner to complete a task within the simulated software application interface. Keyboard shortcuts are disabled, but otherwise, learners can use any correct method they choose to complete the task, using menus or panels as appropriate.

Another good example is the Sun (now Oracle) Java certification paths. Each path contains a test prep “kit” that includes preparation recommendations, additional resources, a practice test, and a re-take policy. Each path is designed to prepare the learner to achieve a specific level of certification, and used as a benchmark against industry standards. These certifications are recognized by employers and can advance a person in their career.

Accreditation or certification can be used to validate mastery of a topic, but this is not the only way that assessment can be useful. By seeing assessment an integral part of instruction, we can support the learner’s career development while measuring true performance for the business.

Factors that make an ASSESSMENT tool also a useful INSTRUCTIONAL tool are:

  • Authenticity
    • The learner performs the task in context, not recalling theory, but actually demonstrating competency.
  • Open ended
    • Because the end product is assessed, not the method used to get there, learners are able to use whatever menus or panels they choose.
  • Learning while doing
    • Learners use contextual clues and critical thinking to complete tasks. They may not know how to adjust alpha levels in Photoshop, but they may know to investigate the color panel to find them.
  • Self-reporting
    • Learners can mark questions that they’d like to return to if they have time or opportunity.
  • Cumulative time
    • The test is timed with one master clock, not with individual times for certain sections or items.
  • Feedback
    • Learners receive feedback on each item, with notes about the correct answer.
  • Tracking
    • Performance from one practice test to another is tracked.

Assessment is not something that should only occur in a testing situation, indicating pass/fail rates, but it should be integrated throughout instruction to allow the learner to know how they are doing, so they can learn more effectively. You don’t want your learner to leave half-assessed!

A version of this post originally appeared in The Total Learner Experience in August 2011.

Microsoft’s Digital Literacy Curriculum Sucks. Surprised?

I originally posted this in May of 2009. 

I work as a program director for a non-profit devoted to mentoring and tech literacy in low income 7-12 graders. As such, I am often looking for useful curriculum related to a wide variety of programs, tasks and skills. I am often in debate with myself and others if it is better to provide the students with practical skills related to secretarial-type work or to explore the outer boundaries with projects in graphics, animation and web design. Our approach is to focus on allowing students to explore and produce with the more creative software while providing auxiliary work with students who see the value of learning the more practical Office suite.

Not wishing to reinvent the wheel, I regularly look for clear, self-directed lessons suited for my students. Oh, and free or cheap, because we’re a non-profit. I’ve looked at Microsoft’s Digital Literacy Curriculum several times to see if we can use it to demonstrate proficiency. Now I can hear some of my techie friends slapping themselves in the head, about to eviscerate me because I even mention the Evil Empire. Let me introduce you to the real world outside of your basement and Silicon Valley. Most people out here in the light, don’t care or know about Open Source. They are just grateful that they can reliably turn on their computer and spit out some information. Their focus is on their work, not arguing about the benefits of Ubuntu versus Morphix.

Back to the Digital Literacy Curriculum, it sucks. No surprise there, it is a Microsoft product. Now I know I am late to the bandwagon, but I’ve still got to pile on. Everything about Microsoft sucks. I am a native proud Mac user, but practicality has required me to have a fairly good working knowledge of the Windows world. I work with Microsoft as a recipient of donated software and OSs as part of our non-profit work. Each month when I need to report our usage I curse in my head. It’s almost as though they take pride in having an interface that is clunky and unusable. For a company that’s flush with capital they sure are stingy with any ease of use or follow through to their systems.  The Digital Literacy Curriculum reflects this attitude. It’s almost as though Microsoft is full of idea-men with no one to come back to ensure quality control. hmmmm….

I’ve looked at it before at work, but I wanted to give it a more detailed fish eye if I was going to record my impressions. Here on my mac computer I cannot even log into their curriculum because I don’t have Internet Explorer. Really, I mean, really? Can Microsoft not see the writing on the wall. Nevermind that I’m on a Mac. What about all those people out there who are using Firefox or Chrome? (Too bad I can’t round out that list with Netscape… I like 3s.) Why is it that they are so dead set on protecting their product that they cannot break their walls of paranoia and protectionism to become more welcoming and user friendly?

24 hours later…I had to reinstall IE, or maybe I didn’t. It had been set to “work offline” which took a while to find. They have two tools pulldown menus that do not have the same functionality. It would be cooler to pretend like I don’t have “user error” issues.  Everyone has user error issues; those of us with healthy self-image can own it. Anyway, accessed the curriculum at long last.

I was disappointed. After all my sturm und drang getting it set up, it wasn’t horrible, it was just typically boring. A metallic voice read some prose to me; the sound screeched through my veins like fingernails on chalkboard. There was a lot of tasteful blue and gray on white. It was just dull. And basic. Now, I do have to consider the fact that this is designed for neophytes, people who still need basic computer skills. Just because people are ignorant shouldn’t mean that they should get bad training; that’s perhaps one reason that they are ignorant in the first place.

This material is clearly not current, and likely I shouldn’t even be wasting breath on it. The last update was October 2007 which is so last century in Internet terms. Except it’s not. I get emails regularly from Microsoft touting this curriculum. They just sent me another disk encouraging me to use it with my clients. More of the same didactic lecture and demonstration that is already failing learners all over.

–Dolly

Suck Quotient– 2

usability 1 the actual content was fine, getting to it was an exercise in perseverance and patience.
aesthetics 2 non offensive
innovation 1 no
accuracy 4 the content was correct, just dull
fun 0 none

**Note
I was going to look at version 2 to be all fair and balanced, but while it worked when I first accessed it, once I installed the add ons that Microsoft recommended, I ended up with a black screen, no content. You win, Microsoft!

Word Vine

While there are plenty of games that get it wrong, I thought I might review a couple of games that get it right. Word Vine is one such game. It’s premise is simple: link words to create inter-connected compound words on branching relationship. An easy level uses tree, sauce, apple, trunk. I’m stuck on a hard level with time, tower, prime, bell, cow, cash, machine, gun, minister, ivory, tower, zone. So what do I like about this game this morning (and last night, for a really long time)?

  • Simple task– It is well within my skill set to make compound words and to click and drag small icons onto a hotspot.
  • “Educational”– I’m not shooting stuff. I wouldn’t be anyway, but I like figuring out this little verbal puzzle.
  • Visual– Solving the harder puzzles requires tapping into some region of the brain that handles visual relationships; it’s difficult to solve the harder puzzle (at least for me) without physically (virtually) dragging the word shapes onto some of the twining branches.
  • Aesthetics– It’s pretty. I like the soft greens.

I’m always trying to figure out how to combine content and gameplay. I can envision a social studies content game which links concepts, dates, and historical figures. How about a branching vine of German philosophers or early 20th Century artists?

 

Serving your Learner

My natural inclination is to design for the imagination. I’ve long believed that if you give students the best tools to create with, that they then can transfer that knowledge to other applications. By the end of my time at the k-8 school, where I taught the same students for 3 consecutive years, I had 3rd grade students creating Flash animations and writing action-scripting. To me this was a major accomplishment, indicative of incredible potential for these students to become producers of multimedia, interactive projects. Every year, however, the complaint was that the students weren’t learning how to format papers in Word. The parents saw computer class as a support to the other academic classes, not as a curriculum in its own right.

Now that I am working with students who have been traditionally under-served, I wonder about my own obligations to provide opportunities for academic success. Should this curriculum emphasize more immediate academic skills, formatting papers, learning powerpoint? Or should I emphasize their personal expression and storytelling through exposure to professional graphics, audio and video software applications.

I already know where I stand on this. I am still in touch with the majority of my inspirational art teachers. I learned more about how to present myself professionally from them than any of my drudgerous academic classes. I don’t know if I can inspire disaffected students with any software app, but I feel that it’s more likely in Alice, than it is with Excel.

Prior Knowledge and Proper Leveling

This post first appeared in June 2009.

Yesterday I spent a long time ensconced with Lynda.com working through ActionScripting 3.0 for Flash. Now, I’m not a super-sophisticated Flash user or ActionScripting writer, but I know my way around. If you don’t know Lynda’s training, they structure the courses through a series of 2-5 minute long screen capture videos with voice over. The courses do not offer clearly stated prerequisite knowledge and I wasted long minutes watching videos defining variables, functions and repetitive syntax. I work from the assumption that most people who are working with a particularly specific programming language through an expensive subscription tutorial service likely know what a variable is.

I wouldn’t even be complaining about the slow step by step nature of the lessons if it weren’t that when they got to the portion that I wanted to know, interactive buttons, it suddenly fast-forwarded adding multiple concepts all at once. After overexplaining basic syntax, it underexplained a multi-layer, multi-movieclip while purportedly teaching how to make a button work. Rather than demonstrating how to control action in a simple, reusable manner, they instead embedded it within a much more complex framework, which makes it difficult for this user to transfer it to her own purposes.

So after suffering through information that was overly basic, I was then overwhelmed by the complexity of the next lessons. I had a similar experience at a four day FileMaker Pro training session. The first day was review for me. The instructor went over database structure — topics like “one to many relationships”. I must mention that there were only 2 people in this training, both of whom had a fair bit database experience. Neither of us needed hours of discussion of fields, tables and relationships. Day 2 was moderately useful. The information covered was graspable. Day 3 and 4 however were pure torture. We breezed through layers of proprietary knowledge that was highly specific and highly detailed.

Throughout the four days I kept wondering, who is this training for? There was no database manager who could find all four days useful. I “earned” a certificate, but I didn’t feel like I was well-served by the 28 hours that I sat in that room.

The missing component in both these experiences was the acknowledgment that these skills would not come until we had time to practice them. There was no time for reflection or synthesis built in or encouraged by these training experiences. I understand the culture that creates training like this, but I think it’s wrong-headed to omit time for people to actually ingest what they are “learning”.