Learners’ styles
My current students’ learning styles are a mix of Diverging (CE/RO) and Accommodating (CE/AE). The students who lean towards a Diverging learning style combining the Concrete Experience of feeling what is being done in the classroom with Reflective Observation, watching. These students enjoy visual cues and tangible presentation of materials. They apply this new, visual representation of information to how they feel about subjects they already know. Many of my students have a broad understanding of cultural perspectives because they share a school with a student-body that speaks 22 different languages. These students prefer to work in groups as they are very socially active people.
The other half of my students has an Accommodating learning style. These students are extremely “hands-on” and prefer a trial-and-era approach to problem-solving. They are attracted to new challenges and experiences, and to carrying out plans. The students with Accommodating learning styles combine the Concrete Experience, feeling, with Active Experimentation, doing. These students enjoy conferring with others for information. They prefer to work in teams. (www.businessballs.com/kolblearningstyles.htm)
Based on Prensky’s list:
My students scored a total of nineteen points based on Prensky’s list of characteristics describing their learning styles. My students are accustomed to receiving information using visual means as their native language is American Sign Language. Therefore, they need to be stimulated and engaged through the use of patterns and other high speed techniques that allow them to want to actively participate. Just like hearing students, my students are very intrigued with technology and work best when they are able to incorporate technology in their lessons.
I have noticed that my students have a need for instant gratification. They do not like to wait for long, drawn-out directions, or for me to demonstrate the activity first. They like to jump into the activity simultaneously with the teacher, and often interrupt to ask for analysis or evaluation of their work during the activity. To many of them, school work is an extension of play. If the school work appears to be “work”, the students begin to disengage or behavioral issues can arise.
Analysis of Bloxorz
The puzzle game, Bloxorz, was created by Damien Clarke, DX Interactive through the website http://www.albinoblacksheep.com/. There are 33 stages to complete. Each stage requires the player to appropriately position a rectangular block so that it falls into a square hole without falling off of the edges of the game-stage. The rectangular block can be flipped from end to end or rolled from side to side based on which direction key is pressed to move the block. Movement of the block requires use of a keypad (up, down, left, right, and space bar) to manipulate the block. The game produces challenges by requiring the player to activate symbols that open or close bridges that allow the player to complete the stage. To make the positioning of the block even more challenging, the presence of orange tiles indicates a fragile environment that can easily allow for the block to fall through and end that stage of the game. Another unique symbol is also introduced to split the block into two squares. The player must bring the two squares back together again to form the original rectangular block. Pass codes are visible at the top of each screen in the event that the player does not wish to continue. He or she may return at a later time, type in the pass code of the last screened played, and continue the game from that current stage.
My students scored a total of nineteen points based on Prensky’s list of characteristics describing their learning styles. My students are accustomed to receiving information using visual means as their native language is American Sign Language. Therefore, they need to be stimulated and engaged through the use of patterns and other high speed techniques that allow them to want to actively participate. Just like hearing students, my students are very intrigued with technology and work best when they are able to incorporate technology in their lessons.
I have noticed that my students have a need for instant gratification. They do not like to wait for long, drawn-out directions, or for me to demonstrate the activity first. They like to jump into the activity simultaneously with the teacher, and often interrupt to ask for analysis or evaluation of their work during the activity. To many of them, school work is an extension of play. If the school work appears to be “work”, the students begin to disengage or behavioral issues can arise.
Analysis of Bloxorz
The puzzle game, Bloxorz, was created by Damien Clarke, DX Interactive through the website http://www.albinoblacksheep.com/. There are 33 stages to complete. Each stage requires the player to appropriately position a rectangular block so that it falls into a square hole without falling off of the edges of the game-stage. The rectangular block can be flipped from end to end or rolled from side to side based on which direction key is pressed to move the block. Movement of the block requires use of a keypad (up, down, left, right, and space bar) to manipulate the block. The game produces challenges by requiring the player to activate symbols that open or close bridges that allow the player to complete the stage. To make the positioning of the block even more challenging, the presence of orange tiles indicates a fragile environment that can easily allow for the block to fall through and end that stage of the game. Another unique symbol is also introduced to split the block into two squares. The player must bring the two squares back together again to form the original rectangular block. Pass codes are visible at the top of each screen in the event that the player does not wish to continue. He or she may return at a later time, type in the pass code of the last screened played, and continue the game from that current stage.
Damien Clarke did not provide a true purpose for creating this game other than entertainment. This game proves to be quite addicting. However, he came up with the idea of creating this game by rolling a 9-volt battery back and forth on a table. He noticed that it took several moves for the battery to land upright, or on its side. He imagined how many moves it would take it a grid was introduced, and, “Voila”, Bloxorz was born.
Analysis of Who Wants to Win a Million Dollars?
The quiz game, “Who Wants to Win a Million Dollars?” was created by the research facility, Thomas Jefferson National Accelerator Facility - Office of Science Education. Jefferson Labs has been known for its long-term commitment to science education. The research company continues to focus on increasing the number of teachers with mathematical and science backgrounds. Its purpose is also to motivate and prepare students who have been under-represented in the fields of math, science, engineering, and technology to have an opportunity to advance in these careers. (http://education.jlab.org/index.php)
This game is quite similar to the television game show with a similar name. The player answers fifteen multiple-choice questions that are math or science based. The questions increase in difficulty as you progress through the game. Each correct answer leads you closer to the ultimate goal of winning an imaginary sum of $1,000,000. However, if a question is answered incorrectly your “winnings” are lost. However, there are two safe levels, $1000 and $32,000. If the player answers the question at each of the safe levels, he/she will be able to win at least that amount if any subsequent questions are answered incorrectly. The player is allotted three ‘life lines’, or chances, to ask for assistance from an outside source:
1) Poll the Lab-for help in answering the question
2) 50/50-removes two of your choices
3) Ask an Expert-ask a staff scientist for his/her opinion
Game Components for Bloxorz
Strong Components
Critical thinking: player must consider which moves will cause the rectangular block to go to the desired location and to avoid moves that will cause it to fall off of the stage-grid.
Problem Solving: if the player is having difficulty getting the rectangular block to land into the appropriate hole, he/she can break the grid down into smaller chunks that are easier to solve.
Spatial awareness: the player should be able to visualize and recognize their limitations in movement within the stage-level.
Weak Components
Interaction: There is no interaction between the player and other characters. There are no other characters in the game other than the rectangular block.
Challenge: some stages are difficult and, although the game is addictive, it can become quite repetitive. I can imagine students giving up or deciding to continue the game at a later time due to lose of interest.
Game Components for Who Wants to Win a Million Dollars?
Strong Components
Decision-Making: ability to make a decision based on prior knowledge and ideas from experience/classroom learning.
Critical thinking: player must consider whether or not the ‘life lines’ should be used and, if so, should he/she follow the opinion their opinion or chose an answer on his/her own.
Amusement: the player will find the idea of winning $1,000,000 to be exciting. There is a huge element of chance and opportunity to either win or lose.
Weak Components
Challenge: without prior knowledge, many of the questions can be quite difficult. There is a one in four chance that the player can guess the answer correctly. However, he/she can not successfully play the entire game solely on luck.
Motivation: students who are unfamiliar with the game content will not have the motivation to continue with the game. They will frustrated and self-conscious about their ability to answer the questions correctly.
Component Comparison:
Both games provide ample opportunities for the students to work on their critical thinking skills. Each game allows the student to form strategies for successfully completing each stage/level of the game. Although both games are extremely different, each one also has the potential to frustrate the game player to the point where he/she does not want to continue. Motivation is important for the player to want to complete the task for either game.
Matching the Games to My Students
Bloxorz is a solitary game that would require a computer for each student playing. There is no interaction with other characters throughout the course of each stage. And, other than asking a fellow classmate for assistance, there is no opportunity to involve other players in the game. The game player is challenged only by the computer. Based on my students’ learning styles, this game would not be engaging enough for them in the classroom. I can see many of my students playing this game at home. However, in the classroom, my students take the opportunity to socialize whenever the opportunity arises. This game would not allow for that interaction.
Who Wants to Win a Million Dollars?, would be the perfect game for me to use in the classroom with my Diverging and Accommodating students. I can break the class up into groups to allow them the opportunity to consider the answers amongst themselves. The students would be able to collectively problem-solve and make decisions based on their discussions and application of what has already been learned in the classroom. Since some of the language would be difficult for my students, I would have to be an active “player”. I would be the game show host and interpret all of the questions and answers for the students from English to American Sign Language. Setting all language barriers aside, I believe this game would be engaging, motivating, amusing, and a learning opportunity for all of the students. Besides, Who WOULDN’T Want to Win a Million Dollars?!!
The quiz game, “Who Wants to Win a Million Dollars?” was created by the research facility, Thomas Jefferson National Accelerator Facility - Office of Science Education. Jefferson Labs has been known for its long-term commitment to science education. The research company continues to focus on increasing the number of teachers with mathematical and science backgrounds. Its purpose is also to motivate and prepare students who have been under-represented in the fields of math, science, engineering, and technology to have an opportunity to advance in these careers. (http://education.jlab.org/index.php)
This game is quite similar to the television game show with a similar name. The player answers fifteen multiple-choice questions that are math or science based. The questions increase in difficulty as you progress through the game. Each correct answer leads you closer to the ultimate goal of winning an imaginary sum of $1,000,000. However, if a question is answered incorrectly your “winnings” are lost. However, there are two safe levels, $1000 and $32,000. If the player answers the question at each of the safe levels, he/she will be able to win at least that amount if any subsequent questions are answered incorrectly. The player is allotted three ‘life lines’, or chances, to ask for assistance from an outside source:
1) Poll the Lab-for help in answering the question
2) 50/50-removes two of your choices
3) Ask an Expert-ask a staff scientist for his/her opinion
Game Components for Bloxorz
Strong Components
Critical thinking: player must consider which moves will cause the rectangular block to go to the desired location and to avoid moves that will cause it to fall off of the stage-grid.
Problem Solving: if the player is having difficulty getting the rectangular block to land into the appropriate hole, he/she can break the grid down into smaller chunks that are easier to solve.
Spatial awareness: the player should be able to visualize and recognize their limitations in movement within the stage-level.
Weak Components
Interaction: There is no interaction between the player and other characters. There are no other characters in the game other than the rectangular block.
Challenge: some stages are difficult and, although the game is addictive, it can become quite repetitive. I can imagine students giving up or deciding to continue the game at a later time due to lose of interest.
Game Components for Who Wants to Win a Million Dollars?
Strong Components
Decision-Making: ability to make a decision based on prior knowledge and ideas from experience/classroom learning.
Critical thinking: player must consider whether or not the ‘life lines’ should be used and, if so, should he/she follow the opinion their opinion or chose an answer on his/her own.
Amusement: the player will find the idea of winning $1,000,000 to be exciting. There is a huge element of chance and opportunity to either win or lose.
Weak Components
Challenge: without prior knowledge, many of the questions can be quite difficult. There is a one in four chance that the player can guess the answer correctly. However, he/she can not successfully play the entire game solely on luck.
Motivation: students who are unfamiliar with the game content will not have the motivation to continue with the game. They will frustrated and self-conscious about their ability to answer the questions correctly.
Component Comparison:
Both games provide ample opportunities for the students to work on their critical thinking skills. Each game allows the student to form strategies for successfully completing each stage/level of the game. Although both games are extremely different, each one also has the potential to frustrate the game player to the point where he/she does not want to continue. Motivation is important for the player to want to complete the task for either game.
Matching the Games to My Students
Bloxorz is a solitary game that would require a computer for each student playing. There is no interaction with other characters throughout the course of each stage. And, other than asking a fellow classmate for assistance, there is no opportunity to involve other players in the game. The game player is challenged only by the computer. Based on my students’ learning styles, this game would not be engaging enough for them in the classroom. I can see many of my students playing this game at home. However, in the classroom, my students take the opportunity to socialize whenever the opportunity arises. This game would not allow for that interaction.
Who Wants to Win a Million Dollars?, would be the perfect game for me to use in the classroom with my Diverging and Accommodating students. I can break the class up into groups to allow them the opportunity to consider the answers amongst themselves. The students would be able to collectively problem-solve and make decisions based on their discussions and application of what has already been learned in the classroom. Since some of the language would be difficult for my students, I would have to be an active “player”. I would be the game show host and interpret all of the questions and answers for the students from English to American Sign Language. Setting all language barriers aside, I believe this game would be engaging, motivating, amusing, and a learning opportunity for all of the students. Besides, Who WOULDN’T Want to Win a Million Dollars?!!
I found Bloxorz addicting too! In fact I was on vacation when I started looking at the games and had to be torn away from it! I must have looked over some of the background information you found on the game. Using a 9 volt battery for inspiration huh? Awesome!
ReplyDeleteI completely agree with you that this is more of "home" game for students. I can see my students using this in study hall at my school when they are done with all of their other work as well. I did not find it all that educational, but you do have to use some logic to determine where to turn the block.
You know when a game is a winner when you have to be torn away from it!!
ReplyDeleteI also didn't find Bloxorz to offer much in the "educational" arena. However, I guess as long as the game satisfies the goals we have set for our students, then it can be useful and appropriate in the classroom.
Like both of you, Bloxorx also took me longer than it should have. I found myself liking this game very much. I could see this game being used in a math class, maybe for spatial reasoning skills. I think upper level math students would really think this is fun if incorporated into a lesson.
ReplyDelete