• It doesn't appear to gauge the current ability of the player as well as a game like ‘My Word Coach'  for example.
• It keeps thinking that my written ‘8' is a ‘2', my ‘7' is a ‘1' (it won't give me time to put a score through the ‘7'- first game where my writing has proved to be problematic)- I consider myself to have pretty good hand writing, but possibly not when under pressure.
• It has a really annoying repetitive tune (and I have never said that about any game before- I am getting old!).

Here is quick insight into what I think of the Nintendo DS.

My Word Coach- This game is brilliant for learning spelling and developing vocabulary. It is very cleverly designed. It adapts to the individual learner therefore setting a learning pace. If you make lots of mistakes, it will challenge you with an easier level and vice-versa. Last night I showed this game to a very fluent colleague of mine. I imagine that tonight's challenge will be quite hard! The only thing I dislike about it is the fact that each round of words is timed. Timing is fine in exam conditions, but in an exam you are not actively learning. The time/pressure factor is something that I think can stall learning- but I guess that is one of the basics of game playing.

• Potential-First impression is that these machines will have more potential in the primary sector and probably more of an impact on boys than girls.
• Interactivity- You are actually writing. I found this similar to writing on an interactive white board. You are using hand/eye coordination, not just moving a joy-stick and clicking.
• Communication-They can connect to other DS machines allowing users to communicate and play each other's games.
• Size-They are compact- anytime anywhere learning.

I hope I don't look and sound like that in real life!  :P You can edit lots of features though I only had time to play with a couple of facial expressions and the voice morphing (for the time being). This software will be fantastic for encouraging writing; what is a character without a script?!

iClone is another piece of software that allows you to edit and personalise your own avatar, create scenes, edit lighting effects and character emotions. It is similar to Media Stage. Here is my five minute attempt:  [kml_flashembed movie="http://www.youtube.com/v/tZ0AwljO6CU" width="425" height="350" wmode="transparent" /] If you look closely you should see that the avatar's face is familiar (I don't think I look too dissimilar!)   ;-)

I know my clips are pretty silly, but this stuff is really fun! I can see it really enthusing and engaging youngsters- They will be learning without knowing it. 

Immersive Education was one of the many companys that I had on my ‘To Visit' list at BETT. Media Stage is a 3D virtual perforamce stage. Users are involved in script-writing, casting, set building, propping, directing, lighting, audio-recording, editing and camera skills:

Immersive Education: Students build and populate their sets, select their characters and arrange lighting and cameras using objects from the software library. Character movements, lighting and cameras are in their full control. Students can:

• Record or type in character dialogue and see it performed with automatic lip-synchronisation
• Control character movements, gestures and emotions
• Set camera positions and live edit
• Save and share performances

John Griffiths from Immersive Education gave me a demonstration of the software. I have to say I was very impressed! It is amazing and almost freaky how realistic you can make your characters. Having an old woman character called Enid say ‘Hello' in my voice was just incredible!

This software will be/is fantastic for role play. In fact I am lead to believe that it is being used with young offenders, making them realise and understand the consequence of their actions on their victims.

Here is a clip that Ewan McIntosh shot during a Teachmeet in 2006 where media stage was being demonstrated. Click here

Here is another clip where the topic was MacBeth. Click Here

 Notes from Paper 1: Pedagogy and Learning in the Virtual World of Second Life®

By Leslie Jarmon, Ph.D.

Second Life is an extremely dynamic online platform that offers its users endless opportunities. As Jarmon (et al) discuss:

"Teachers and students are creating ways to integrate other computer-supported communication and research tools into their SL activities. They are importing image collections from Facebook, MySpace, and flickr, forming study groups in Google groups, importing spreadsheet data for genetics class, importing PowerPoint materials, linking to standard web URLs in SL (called SLURLS), connecting with RSS feeds, creating video content, and streaming digital audio." 

The table below from Jarmon (et al) paper summarises the costs and benefits of SL.

Notes from paper 2: The Theatre of Performance: Potential for Role-Play Training in Second Life

Morse, Littleton, MacLeod and Ewins

Image: Holyrood Park in Second Life 

Study investigates the potential of role play within SL for use in employee appraisals.

• Standard avatar costumes provided
• Involved Students from MSc in eLearning
• Real life role play involves immediate interpretation of, and reation to signals from others
• Online text based role play allows for more time for reflection, and potentially the time to consult mentors or others during a scenario without others knowing,
• Virtual worlds may offer advantages in connection with motivation and play
• Online roleplay potentiall allows for greater suspension of disbelief during a scenario than in real life equivilents.
• Identity exploration takes us beyond the physical notions of passport, fingerprint or iris. Exploring one’s own identity and perhaps experimental identities, and thus being prompted to consider how others might react or think, is the essence of this enquiry. The ability to imagine the situation of another could be extended by rehearsing to be an ‘other’ personality. 
• Virtual worlds, including Second Life, offer opportunities to explore these different ‘ways of being’. One can create a new physical representation, character and, to an extent, skills and attributes. The environment can change over time. Both text and voice can be used to exchange and interact. For participants there is creativity and potential for experiment. What is the impact of creating such identities?
• A person’s ability to create, interpret, and evaluate the models underlying the simulations plays a large role in his or her ability to use them wisely (Prensky 2009, p4).
• Good initial learning should promote good practice, but poor skill and understanding may require both unlearning and re-learning (Lewin, 1951; Becker et al., 2006) – an expensive business for all concerned

• Potential participants were identified on the basis of having some employment experience and thus some possible direct experience of performance appraisal in the workplace, and were approached individually after class. Voluntary agreement to participate was secured from 10 people who indicated some such experience, either as appraiser or as appraisee

   

• The argument for taking role-play online is that the fantasy environment that can be created there can contribute to the realism of the role being played. The virtual environment can both augment the narrative of the exercise by the addition of an appropriate backcloth and props, and can remove the distraction of known faces and mundane surroundings.
• While our observations indicated a high level of engagement on the part of the participants in the task in hand, we also observed an important element of 11 disengagement which we would like to discuss, and which we intend to build upon in subsequent studies.
• person engaged in the role-play was able to react, out of character, to social interaction in the role-play without that reaction interrupting and contaminating the ongoing narrative
• Gee: Three Identities, real world identity, virtual identity and projective identity
• One future area for exploration and development will be to design approaches to online role-play that allow us to harness the potential of this projective identity.

Image: Role Play Appraisal 

 In my area of work in schools, SL is not a platform that we would consider utilising. The primary reason for this comes down to child protection. As you will see in the image below, *all* types of people can use Second Life. There is a lack of control, over who children potentially can interact with and means that it simply isn't possible to take such a risk. It could be argued that we are not teaching our children to be aware of online dangers and be responsible for their own online behaviour, but that is for another post and possibly my dissertation!

I

Image: Indecent man in Second Life  

 As you can see, the red button is located at a height. When the marble is released, it fals from the port hole (top left) and drops down to the ground level where it pops off the ramp. Though it gains a little bit of height it is no where near the height of the red button. Therefore, the player must use some objects. The objects available in each level vary and can be seen at the top left of the screen. In this case, there are three long blocks. The player must arrange these blocks so that when the marble falls, it hits the objects which in turn hit the red button. Have a look at the next screen shot below:

 Here you can see the blocks arranged. When the marble drops hopefully it will hit the blocks and as they collapse, they in turn will hit the red button. See next screen shot:

As you can see, the marble has hit the blocks and causing them to tumble and hit the red button meaning:

Each level varies in the number of objects, number of marbles and number of obsticles that must be passed in trying to hit the red button. It requires thought, skill and precision. I found this game particularly addictive but wasn't sure why. This brings me back to thinking about last weeks reading. As Malone (1980) mentions edit in his paper-

What Makes Things Fun to Learn? Heuristics for Designing Instructional Computer Games

• "In order for a computer game to be challenging it must provide a goal whose attainment is uncertain
• In a sense, the very notion of “game” implies that there is an “object of the game”
• Uncertain outcome- A game is usually boring if the player is either certain to win or certain to loose.

Four ways to make the game uncertain:

1. Variable difficulty level

2. Multiple level goals (score keeping and speeded responses)

3. Hidden information

4. Randomness"

Thomas Malone (1980)

- All of which are prominant features of Gravity HD.

When I was teaching, my subject was Biology and Science. If I think about the Science curriculum (specifically Physics) I think that Gravity HD could be used to illustrate/enhnance  learning in a number of ways. If we look at Scotland's Curriculum for Excellence: Science Experiences and Outcomes, we can see how a digital game such as Gravity HD may be used:

• "Through everyday experiences and play with a variety of toys and other objects I can recognise simple types of forces and describe their desired effect.
  
• By investigating forces on toys and other objects I can predict the effect on shape or motion of those objects"

As part of the Digital Games Based Learning course we have been asked to write a review of a game. I am considering using Gravity HD. I was  thinking about producing a small video clip of the game rather than use endless screenshots. Though I am still in the very early stages of my planning, I would welcome any thoughts from any teachers out there

:-)

Both Malone papers provide excellent basic theories of Games Based Learning. Although written some thirty years ago, the principles remain the same for digital games today. This post is a summary of the mainpoints.

What Makes Things Fun to Learn? Heuristics for Designing Instructional Computer Games

Thomas Malone (1980)

• In order for a computer game to be challenging it must provide a goal whose attainment is uncertain
• In a sense, the very notion of “game” implies that there is an “object of the game”
• Uncertain outcome- A game is usually boring if the player is either certain to win or certain to loose.

Four ways to make the game uncertain:

1. Variable difficulty level

2. Multiple level goals (score keeping and speeded responses)

3. Hidden information

4. Randomness

• Extrinsic fantasies depend on whether or not the skill is used correctly (see diagram below)
• Intrinsic fantasies- not only does that fantasy depend on the skill, but the skill also depends on the fantasy(see diagram below)

Heuristics for Designing Enjoyable User Interfaces: Lessons from Computer Games

Thomas Malone (1981) 

This paper largely focusses on what makes computer games fun (intrinsic motivation) and the sysems behind the game.

• Game- Darts: diesigned to teach elementary students about fractions
• 8 differnet versions of the game to find out which features made the game enjoyable.

• Boys liked the fantasy of arrows popping ballons and girls appeared to dislike this fantasy
• Fantasies can be important in creating intrinsically motivating enviroments
• Implications for designing enjoyable user interface- the appeal of computer systems based on three categories: challenge, fantasy and curiosity (see below)

Greenfield (1984) This paper is somewhat dated. However it summarises the early research of video games. Many of it’s findings are still relevant today:

• “Video games have been dubbed the marriage between television and computers”
  
• “Popular arcade games involve tremendous amount of visual action, and is may be one source of their appeal”
  
•  “Video Games are the first medium to combine dynamism with active participatory role for the child”
•  “Another concern about video games is that they are merely sensorimotor games of eye-hand coordination and that they are therefore mindless”
•  “The motivating features of video games are beginning to be put to more explicit educational use” 

Kane (2005) A General Theory of Play. Considers all the dimensions of play.

Caillois (2001) Classification of Games

Newman (2004) What is a video game?

• “Elements of the video game table 2.1: Graphics, Sound, Interface, Gameplay and Story”
  
•  “What a video game is not: a bunch of cool features, a lot of fancy Graphics, a series of challenging puzzles, an intriguing setting and story” (Rollings and Morris, 2000)
• Why do players play? “Rouse (2000) identifies a range of player motivations and expectations. Among them, three are particularly notable: Challenge, immersion and players expect to do, not to watch”.
  
•  “Video games may be understood as a form of ‘embodiment experience”