Final presentation slides here!Wiki Reflection Activity
Find a way to represent your team's design process and turn it in with
your reflection sheet. If it makes sense, include process phases.
Generate 3 or more anecdotes about your team's
process that you would love to share will help teach your grandchildren
design thinking when take a d.school classes. Example: In order to
test how people act when they are anxious, we had people drink a 2
litters of water and wouldn't let them use the restroom until they
answered 2 trivia questions (true student example about prototyping an
experience with limited resources).
1. We were originally focused on young boys in our POV. We decided to test on a girl anyways and found that we should include girls in our POV as well. The girl tester liked the concept of our game.
2. We tested our human avatar on a boy and girl. They told us they like animals. After this feedback, we started using animal avatars in addition to human ones.
3. After doing our report out to the other teams, Adam suggested that we make our game a teacher tool. After meeting with John Danner, he confirmed that we should do this. He said that our tool would work well in the classroom.
Individually, please add 3 elements to each category of the
I like, I wish, how to wiki page
Pictures of user playing with our game!
Meeting with John Danner
We met with John Danner, CEO of Rocketship, and it was a very helpful meeting for our team! We showed him our paper and digital protoypes and spent the rest of the time getting feedback.
Here are pictures of the paper prototype:
Questions for John Danner:
Is this feasible to implement in a classroom?
How would we pitch this to a CMO?
What are some strengths and weaknesses of educational games that you have seen?
What are you looking for in a video game that is used in a classroom?
How can we market this?
Notes from meeting:
- Price the game at a point where teachers can buy it. Accelerated Reader sells about about $4/student and $1500/school.
- game should be tied to objectives/adaptivity
- Tie games to standards
- game should figure out what the student doesn't know and have them do it
- the game can serve as practice for an end-of-year exam
- Is it electronic baby-sitting or is it really helping out kids?
- math games that help kids prepare for an exam are not seen as wasting time
- what does the game do when kids get stuck?
- if you make something that can track success, it will be more valuable
- metrics are key
Team Geoffrey the Giraffe’s Pitch
- Advanced math (fractions, long
division, algebra, etc.) is very arithmetically intensive.
- Many students who have trouble with
advanced math problems understand the concepts and algorithms to solve these
problems, but they are not arithmetically fluent.
- Because missing a single arithmetic
step will make an entire problem wrong, and repetition of an even slightly
strenuous task is mentally exhausting, many students find math tiring and
- The best way to improve arithmetic
fluency is repetition, also known as “drill and kill.”
- As one might guess, “drill and kill”
is a painful process, which is why most kids don’t do it.
- Make repetitive arithmetic practice
a fun activity.
- Turn it into a game!
- Use characteristics from established
game genres to leverage competition, social reinforcement, and discovery to
make the game fun.
WHY IS THIS DIFFERENT FROM THE
100,000 OTHER MATH GAMES OUT THERE:
- Most math games aren’t fun.
- The games that are fun are only sort
of fun (i.e. more fun than doing a worksheet, but not by much).
- Most “edutainment” games are made by
educators working with game designers. Since neither understands the
other’s discipline, they are forced to make compromises to each other so
neither the education part or the game part is done well.
- Our educational goals are
modest. Our game goals are grand.
- Lizeth Chiprez, Nancy Lee, Brian
Louie, and Brady Fukumoto are
working on a classroom version of the game.
Link to NTLB 2010 Homepage
EDIT 5/24 Added feedback from John Danner and pictures of our day with a 5th grade student from KIPP
EDIT 5/23 Added our pitch
EDIT 5/10 Added feedback from report out and what we prototyped
EDIT 4/30 Added James Flood Elementary notes
EDIT 4/29 Added Analogous Brainstorm
EDIT 4/27 Added Analogous situation
EDIT 4/27 9:28am: I filled in the fields for the 4/27 class. --Brian
EDIT 4/23 1:08am: I went ahead and changed the page title to the awesome name of our awesome team! Looking forward to meeting some kids tomorrow! When we've figured out everything about editing this page, someone should probably delete the instructions written above because it's sort of ugly. Definitely having an edit list is good, I think. --Brian
Reading Discussion "GOOD VIDEO GAMES AND GOOD LEARNING"
Good video games capture players through identity.
- Think about how we can make
our avatars tied to the identity of the student. We’ve tried to make our
avatars animals that the students told us they liked.
Good games interact with students
- Get some way for the game to respond to the student when they get a problem
right or wrong. What if a student can’t get beyond a problem? How long is the
waiting time if the students keeps on getting a problem right? Are we addressing
this issue in our game
Players help “write” the world they play in.
- How can we
take this to a further level with our game?
Good video games encourage system thinking—think beyond isolated facts, events, and
- How can we get students to think beyond the multiplication problem that
they are solving?
Report Out Feedback (April 29th)
- Add a help function in case a student doesn't understand how to do a problem
- make the game adaptive
the POV to say that we are designing a "teacher tool" and that we want
to give students choice on what they want to practice. Also, say that
we are aiming for long-term engagement.
- Brainstorm the store: Why do the kids want the avatars to become famous?
- Allow students to select their own level of difficulty
- Allow students to work in teams
- The game should have teachable agents (ex. train the avatar).
- Add a jungle gym activity for the avatar
- Buy things for the avatar's car at the store
- Buy wardrobe for the avatar at the store
ideas/components/aspects we are going to prototype on Thursday, April 29th:
our report out, we prototyped a game with both human and animal
avatars. To make the avatar more personalized, we are allowing students
to give them a name. We also added products to the "store." The
products are things that an elementary would want to buy in the real
world, such as video games and sports equipment. The store also has
things that the student would want to buy for their avatar. For
example, a student might want to buy a banana for the monkey avatar.
4/30 Notes from visiting James Flood Elementary
- shark, rhinos, cheetah, monkey -> exotic, tough animals
- equally receptive to both humans and animals
- for humans: buy video games, car, generally things that kids like
- for animals: buy a friend because pet gets lonely, buy a pet for the pet
- animals generally very humanized
- include themselves in the game even if the avatar is an animal
- like competition
- get stuff from parents = incentive
4/29 Analogous Brainstorm
-learning to play a new sport (ex: tennis, golf, taiko, martial arts)
-learning to drive
-learning to play an instrument (drums)
-chopping down a tree
-order is important
-codes, handle natural resources
-spending more time
-predicting what could go wrong
Solutions to original POV:
-immediately rectify holes in understanding
-review/test previous concepts
-do a lot, but not repetitive
-home and school integration
-create strong incentive (cool avator!)
-spend time in design
For April 27th class:
The 2-3 Analogous Situations we explored and what we learned:
1) Tutoring center
Learned: With math tutoring, the child's problem is usually rooted in some weakness in a concept or skill that should have been addressed long ago. Because of that, it takes a bit of detective work to find the problem and bring it up to par. This is often discouraging for the child because revisiting skills that they learned years ago feels like remediation.
2) Computer games
Learned: Adrien is an 8 year old boy who enjoys playing computer games and legos. The computer games he most enjoys are on www.nick.com, which is the Nickelodeon website. His favorite games are from the series Fanboy and Chum Chum. These games are simple Flash versions of existing game archetypes like platformers and puzzle games. They are very simple but have engaging characters (taken from the show of the same name), graphics, and sounds.
Feedback on our rough prototype:
The users were a second grade boy and a fifth grade girl. They both liked the characters.
The boy said that he likes inventing things and the girl said she likes
animals. They both agreed that having animals in our game would be fun.
What we learned about the user from our rough prototype:
We found that the kids didn't pay attention to the characters and were
more focused on solving the math problems. Brian suggested that should place the characters behind the math problems or in a place where they can see them more easily.
Our most current POV statement (descrip of user) needs ______ (think verb) b/c ______ (insight). :
An elementary school male who needs a way to master arithmetic in way that makes him feel motivated and engaged.