Double Entry Journal/Gardens of Time #2
As I've progressed through Gardens of Time, completing more & more levels, and unlocking many different decorations, artifacts, and wonders, I've realized that I prefer playing games for homework than I do writing papers and taking tests. But, that should be a given, right? Who wouldn't rather play games for a grade than use a book and write a paper? he paper we were supposed to read this week was much easier to comprehend than last week's paper, at least that's what I thought. And, I found it was easier to make connections to our game that it was last week.
"So, ironically, just as what you learn when you learn to play a good video game is how to play the game, so too, what you learn when you learn biology should be to play that game." (pg. 4) ... I wish this was true about all classes that we're required to take, especially those that have a math or science base. If I had learned biology in the game-playing sense when I was in high school, I probably would've been able to understand the cellular functions more than I did from just reading them out of a book and answering worksheet questions. I'm definitely a hands-on learner, and prefer playing with concrete objects and making memories by in-class activities than I do reading out of a book and answering questions. I'm sure this is also true for a lot of people.
Gee, J. P. Good Video Games and Good Learning. Retrieved February 1, 2012, from http://www.academiccolab.org/resources/documents/Good_Learning.pdf
In relation to the quote above, I found a quote from an article that I found particularly interesting. The article talks about what children learn from video games that's positive. The quote says, "Still others assert that while players may learn 'about the game' they learn nothing 'useful' about 'real life.'" ... The author goes on to say, "For whenever one plays a game, and whatever game one plays, learning happens constantly, whether the players want it to, and are aware of it, or not. And the players are learning 'about life,' which is one of the great positive consequences of all game playing. This learning takes place, continuously, and simultaneously in every game, every time one plays." (pg. 1)
In our Gardens of Time game, it really didn't take much "learning" to figure out how to play the game. You basically find hidden objects located throughout various worlds, then build a garden, help your friends, and unlock various objects as you progress through the chapters in the game. The more objects and artifacts you unlock, the more XP you'll receive, and the fast you'll be able to unlock different scenes and chapters throughout the game.
*As your progress through levels & chapters, more buildings are unlocked.
"Games do talk back. In fact, nothing happens until a player acts and makes decisions. Then the game reacts back, giving the player feedback and new problems." (pg. 5) ... In Gardens of Time, the new problems aren't only the new scenes that you have to complete, but also the quests on the side that boost both XP and Reputation to add more things to your garden.
*The Roman Colosseum is a level in Chapter 4 that is unlocked when you have enough Reputation.
Both of the new problems that I have require me to build more in my garden to unlock. I have completed 3/6 scenes in Chapter 4, but cannot move on until I place enough new stuff in my garden to boost my Reputation to unlock the "Roman Colosseum." Upon completion of building things in my garden, I will be able to complete this challenge. ... The "Pipe Dream" challenge is basically just to place an aqueduct in your garden. Aqueducts are unlocked on Level 19. I'm currently on Level 18, and need 11,066 more XP points to move up to Level 19 and unlock the Aqueduct.
"One of the features video games, board games and other types of game have over traditional learning environments is the frequency and intensity of feedback. Feedback in games is almost constant. In a video game the player has real-time feedback on progress toward goal, amount of life or energy left, location, time remaining, how much stuff they have in inventory and even how other players are doing. In fact, often a screen or a player will flash to indicate they are in danger of being eliminated with the next wrong move. Feedback in a classroom or in an online learning module . . . usually not some constant, predictable, or helpful."
Wildflowers: The UX of Game/Play is a wonderful video found on the same third party website as the quote above. The video is directly related to video game feedback.
"Then the game throws a new class of problems at the players (sometimes this is called a "boss"), requiring them to rethink their not taken-for-granted mastery, learn something new, and integrate this new learning with their old mastery." (pg. 7) ... This isn't exactly true in Gardens of Time, however, there is a "boss" that we answer to, although I can't remember his name at this current moment, nor do I have a picture to show for his presence. However, he is the one who sends us new quests to complete, and he is also there through each Chapter, offering some guidance, but also making it harder for us to complete levels by throwing these quests in our path.
*I was able to find a picture of the guy who is the "boss" in Gardens of Time. His name is Alstair, or something strange like that.
Bibliography
Gee, J. P. Good Video Games and Good Learning. Retrieved February 1, 2012, from http://www.academiccolab.org/resources/documents/Good_Learning.pdf
*Once you learn how to play Gardens of Time, the task remains the same throughout the entire game. Here, I present a Chapter 4 level, where you are required to find 12 objects, just as you've been required in all the other chapter. Once you learn to play the game, you can essentially play the entire game from start to finish.
In relation to the quote above, I found a quote from an article that I found particularly interesting. The article talks about what children learn from video games that's positive. The quote says, "Still others assert that while players may learn 'about the game' they learn nothing 'useful' about 'real life.'" ... The author goes on to say, "For whenever one plays a game, and whatever game one plays, learning happens constantly, whether the players want it to, and are aware of it, or not. And the players are learning 'about life,' which is one of the great positive consequences of all game playing. This learning takes place, continuously, and simultaneously in every game, every time one plays." (pg. 1)
Prensky, M. (2002). What
Kids Learn That's POSITIVE From Playing Video Games. Retrieved February 1,
2012, from
http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf
In our Gardens of Time game, it really didn't take much "learning" to figure out how to play the game. You basically find hidden objects located throughout various worlds, then build a garden, help your friends, and unlock various objects as you progress through the chapters in the game. The more objects and artifacts you unlock, the more XP you'll receive, and the fast you'll be able to unlock different scenes and chapters throughout the game.
"Games do talk back. In fact, nothing happens until a player acts and makes decisions. Then the game reacts back, giving the player feedback and new problems." (pg. 5) ... In Gardens of Time, the new problems aren't only the new scenes that you have to complete, but also the quests on the side that boost both XP and Reputation to add more things to your garden.
*An Aqueduct is unlocked on Level 19.
Both of the new problems that I have require me to build more in my garden to unlock. I have completed 3/6 scenes in Chapter 4, but cannot move on until I place enough new stuff in my garden to boost my Reputation to unlock the "Roman Colosseum." Upon completion of building things in my garden, I will be able to complete this challenge. ... The "Pipe Dream" challenge is basically just to place an aqueduct in your garden. Aqueducts are unlocked on Level 19. I'm currently on Level 18, and need 11,066 more XP points to move up to Level 19 and unlock the Aqueduct.
"One of the features video games, board games and other types of game have over traditional learning environments is the frequency and intensity of feedback. Feedback in games is almost constant. In a video game the player has real-time feedback on progress toward goal, amount of life or energy left, location, time remaining, how much stuff they have in inventory and even how other players are doing. In fact, often a screen or a player will flash to indicate they are in danger of being eliminated with the next wrong move. Feedback in a classroom or in an online learning module . . . usually not some constant, predictable, or helpful."
Wildflowers: The UX of Game/Play is a wonderful video found on the same third party website as the quote above. The video is directly related to video game feedback.
EduNeering, K. (2011,
March 17). Feedback Essential for Video Games and Learning. Retrieved
February 1, 2012, from
http://www.kaplaneduneering.com/kappnotes/index.php/2011/03/feedback-essential-for-video-games-and-learning/
*This is just one way that Gardens of Time provides feedback to the player.
Gardens of Time provides feedback to the player by alerting them when they need more Temporal Energy to run their Time Machine. At the completion of using all 60 Temporal Energy points by completing levels, the game will provide the player with feedback like the picture above. From here, the player can ask their friends for more Temporal Energy, or they can wait until the Temporal Energy meter refills. 10 Temporal Energy points are needed for one level.
"Then the game throws a new class of problems at the players (sometimes this is called a "boss"), requiring them to rethink their not taken-for-granted mastery, learn something new, and integrate this new learning with their old mastery." (pg. 7) ... This isn't exactly true in Gardens of Time, however, there is a "boss" that we answer to, although I can't remember his name at this current moment, nor do I have a picture to show for his presence. However, he is the one who sends us new quests to complete, and he is also there through each Chapter, offering some guidance, but also making it harder for us to complete levels by throwing these quests in our path.
Bibliography
EduNeering, K. (2011, March 17). Feedback Essential
for Video Games and Learning. Retrieved February 1, 2012, from
http://www.kaplaneduneering.com/kappnotes/index.php/2011/03/feedback-essential-for-video-games-and-learning/
Gee, J. P. Good
Video Games and Good Learning. Retrieved February 1, 2012, from
http://www.academiccolab.org/resources/documents/Good_Learning.pdf
Prensky, M. (2002). What
Kids Learn That's POSITIVE From Playing Video Games. Retrieved February 1,
2012, from http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf
Excellent examples of Gardens of Time reflect some of the principles of good games!
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