I use to think....
When it came to games and simulations, I used to think that games where just what others did to “waste time,” I was wrong! I knew simulations could be of value to education but had not an idea of the role that games can play in that venue. My extent of gaming was board games that we had a cabinet full of that we broke out on Tuesday or Saturday nights for family fun.  The funny thing about it was I could not imagine it becoming a part of my pedagogy for teaching. My children came along in the video game era and they had every early video game that was available for young children.  I spent lots of funds on making sure they had the new hot game or system that was on the market.  So all my children enjoy and spend their expendable adult funds on their enjoyment with playing video games.  My youngest son even participates in national competitions and attend conferences. They have had handheld systems as well as console systems. They have played on the computer, their phones and portable devices.  I on the other hand played none.
Now I think....
What has this class done for me was open up my mind and educate me on the value of games and how they can impact learning.  Not only for children but adults of any age. It has taught me a clear understanding of what is meant by “play” and why it is so important in a cultured society.  I have broadened my horizon and appreciation of what games and simulations can do to add to and enrich the learning experience. Because of this class, I have read articles by: Jenkins (20ll), Gee (2011), Read (2011), McLeod (2012), Warren, et al. (2011), Dondlinger (2011), Aarseth (2001), McClarty (2012), Clark (2009), Rosa (2003), Crawford (1997), Rieber (1998), Schein (1993), and Clark (1987). These are a small sampling of the articles I have read and Youtube videos that I have watched along with the introduction to the video gaming itself.  Some articles where assigned others where read out of personal research and need to know. I have tried to play the following games: Game Star Mechanic, The Sims, World of War, Spiderman PS4, Mario, Zelda, Minion Rush, Warcraft, and Candy Crush.  You can see my samplings are broad and varied. The instructor suggested, and others out of curiosity. I have found the value in gaming for people of my age bracket, senior citizens, as a tool for increasing cognitive skills.  Who would have guessed?  Surely not I, but am so glad I have discovered it.  It has set me on a quest to see how many others are missing this vital tool to ward off Alzheimer's disease and help keep the mind and body alert. The benefits far outweigh any negative comment that is generated against the joys and fun of gaming.  A TED Talk by McGonigal “Gaming can make a better world;” shows how gaming can increase world peace by teaching us to urgent optimism, social fabric, blissful productivity, and epic meanings.  It can super-empower us and help develop a hopeful individual.  That’s a powerful tool if it can do all of that.

So where does it bring me today? I’ve learned that games are an integral part of how we learn, and they help us to stick with the learning until we master the task. It helps us to focus our attention on a task until we can get it done or master it. It helps to release good natural endorphins. If we can find the Magic Circle of a game and get into the Flow of the game success would be ours.

Games and simulations can help us teach many different types of learners and pull in the slow or non -responsive learner.  It is the educational tool that can be used in many ways, to teach, to reinforce, to review, to engage. Also, I have gained a new appreciation of what it takes to create and develop a game or simulation in order to bring it to market.  Untold man hours of testing, improving, and re-evaluating how the game works must be done.  It’s not something that is done in a matter of days or even weeks.  A good game will take years to develop before it can go to market. Computer games have many lines of code to create the graphics and the way the player can move through the game. What I have discovered is the abundance of research that has been done in the last ten years pertaining to games and its value to helping us learn. The book we used to help instruct us on the value and principles of games by Salen and Zimmerman opened a new understanding of games’ history and its impact on current times and learning.
​
I realized that this is a part of my social skills that have been lacking and I am enjoying taking advantage to learn and perfect the skills needed to game. It’s work; but fun! That’s what it should be.

References
Aarseth, E. (2001). Computer game studies, year one. The International Journal of Computer Game Research.
Clark, A. C., & Ernst, J. (2009). Gaming research for technology education. Journal of STEM Education, 25-30.
Crawford, C., & Peabody, S. (2000). The Art of Computer Game Design. Vancouver.
Dondlinger, M. J., & Wilson, D. A. (2012). Creating an alternate reality: Critical, creative, and empathic thinking generated in the Global Village Playground capston experience. Journal of Thinking Skills and Creativity, 153-164.
Gee, J. P. (2011, March 23). How learners can be on top of their game: An interview with James Paul Gee. (H. Jenkins, Interviewer)
McClarty, K. L., Orr, A., & Frey, P. M. (2012). A literature review of gaming in education. Pearson.
McLeod, J., Vasinda, S., & Dondlinger, M. (2012). Conceptual visibility and virtual dynamics in technology-scaffolded learning environments for conceptural knowledge of mathematics. Journal of Computers in Mathematics and Science Teaching, 283-310.
Read, J. L., & Stephen, M. S. (2011, April 27). Interactice games to promote behavior change in prevention and treatment. JAMA, p. 2011.
Rieber, L., Smith, L., & Noah, D. (2018, August 28). The value of serious play. Retrieved from Educational Technology Publications, Inc.: https://www.jstor.org/stable/44428195
Salen, K., & Zimmerman, E. (2004). Rules of play: Games design fundamentals. Cambridge, MA: MIT Press.
 

Video games may not be the solution to educational problems, but they are an excellent tool to help educate and train young minds. This week’s readings the authors, Salen and Zimmerman, (Salen & Zimmerman, 2004) discussed in chapters 11, 12, and 13 how the  rules of games have an effect on the enjoyment and understanding of how they function. A detailed analysis of some popular games gave insight into how the rules and strategy of the game help the players understand the goals and outcomes when playing. Rules help create the structure of the game. The rules are the component that makes it a game. Without rules, the game has no structure. They define games as being separate from real-world which separated them from ordinary life. Listed in Chapter 11 where the six characteristics that distinguish a game.
Rules:

• limit player actions
• are explicit and unambiguous
• are shared by all players
• are fixed
• binding
• repeatable (Chapter 11)

Using several popular games, they described how each characteristic affects the game and the player's enjoyment of the game. In the next two chapters (12 & 13) the levels of game rules where discussed and explained. It helped to identify the components of how rules are developed and how they help in the cooperation of playing and enjoying the game. These explanations helped to identify the way game rules are fashioned to separate one game from another. The levels explained in Chapter 12 were (1) constituative, dealing with the abstract core mathematical rules; (2) operational, dealing with how the game is played; and (3) implicit, the unwritten or understood rules of etiquette of any game. In the explanation of these concepts, the discussion focused on some popular board games that everyone is  familiar. Finally, Chapter 13 compared these characteristics to digital games and how they relate to program coding. Though the board game and digital game are very similar, the digital version has a core logic or constituative rules, that contain some form of coding to create the internal events of the game.
The video TEDTalk with McGonigal contained information that gave a deeper perception of how the act of playing games can add to the coping skills of society. Since gaming beyond board games is so new to me, there were many perceptions that I had not given any thought of the impact that playing video games can have on individual growth, coping and learning skills. I checked out two YouTube videos that gave additional insight into the challenges that games provide for the young mind: Games for Change 2018 Festival (https://youtu.be/1O8F2GgrfU4) and #GameOn-88 Seconds of Video Games (https://youtu.be/pWZtbfBGjIg). Both of these videos added some insight on how involved and wide-spread this arena of learning has grown in the last twenty years. Out of this growth, there are two really good educator resources that I found: Digital Games Handbook for Teachers by Patrick Felicia, Guide to Digital Games & Learning by J. Shapiro Game Educator’s Handbook by they were loaded in information that would be helpful to any educator. Both of these sources would be helpful in the planning of incorporating digital games into the learning environment and adding additional pedagogy to the experience.
Several strategies (Fradkin, 2017) that I found during my search that can help to integrate games into any learning experience were:

• Develop an arsenal of games that will fit many different areas of our subject matter.(31 Game-Based Learning Resources for Educators; and  The Game Educator’s Handbook)
• Create Badges that student s can earn while learning a new game
• Create Leaderboards makes the classroom more engaging and fun
• Multi-player action so they can compare their skills in the game to fellow classmates
• Change classroom to accommodate the medium which will facilitate a better learning environment
• Establish a clear theme and create a narrative to accompany the game.

There are many before, during, and after activities for reading, math, and social studies skills and gaming is no different.

Before activity:
Allow students to name their teams;
Let them create a storyline to accompany why they are on a particular quest;
Build excitement before the games begin;
If it’s a new game that students have never played give them a chance to get familiar with the rules and game pieces within the game. (be it the board or digital);
If it’s a digital game allow them to view the video short of the game.

During: 
Computer game playing will enhance spatial skills, so find ways for them to show that they have a clear understanding of that skill by how they play the game and maneuver the components. Allow students to discuss and show their ability to read images, such as pictures and diagrams. Gaming allows teachers freedom of movement while the student is playing to monitor how well they keep track of a lot of different components of the game at the same time. (Gros, 2007)

After:
 Review the objectives of the game;
 Ask students to answer questions about the game;
Ask students to relate their experiences while playing;
Link the game experience to related learning objectives and real-life experience;
Discuss what they learned while playing the game.
Create pointed questions that answer questions about the scene where the game takes place;
Discuss the goal of the game and identify the main characters and their role in the game;
Have students identify the challenges faced by the main character;
Have students identify what it would take to be successful in this game; what weapons, tools or items the character has use of to pursue their quest; and
Who is the antagonist and protagonist in the game? (Felicia, 2018)

References:
Felicia, P. (2018, September 24). Digital games in schools: A handbook for teachers. Retrieved from Digital Games: http://games.eun.org/upload/gis_handbook_en.pdf
Fradkin, A. (2017, April 3). How to roll out game-based learning and boost engagement--In your classroom. Retrieved from Technology in School: https://www.edsurge.com/news/2017-04-03-how-to-roll-out-game-based-learning-and-boost-engagement-in-your-classroom
Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 23-38.
Salen, K., & Zimmerman, E. (2004). Rules of play: Games design fundamentals. Cambridge, MA: MIT Press.

I’ve chosen to review Spider-Man PS4, produces Insomniac Games. My daughter recently purchased the game, and we have spent the last few nights playing it late into the early morning.  Not a good look for getting up the next day for work, but I have found this to be a remarkably well-organized game as far as its design and playability. I did more watching others play than actually playing myself.  The views of Manhattan are so realistic its as if you are actually flying over the city yourself with old Spidey. If you have ever been to New York, you can easily identify landmarks and look across the water to see New Jersey. The character’s appearance reminds of the movie Beowulf that was done in CGI (Computer-generated imagery) which was also used in parts of the Hobbit for Gollum, Star Wars for Yoda and the Hulk’s exaggerated muscles in The Hulk. The realism was unsurpassed in any CGI I have ever seen. As I know very little about other superhero games, this one captured me and drew me in as I observed my daughter and her friend manipulate the characters through fight scenes and interactions with other characters in the game. I even tried my hand at the controls.  The game system console made a remarkable visual impression with its bright red color with the Spiderman logo on top.The items I focused on, just because of what I have learned recently about games and their development, was the little items around Peter Parker's apartment; the way the street scenes appeared and how smooth the transition from flying through the city to having an active and aggressive fight scene. No stops just a smooth move from one aspect of the game scene to the next aspect of the game.
I’m sure as the game is viewed by more users they may find some weaknesses or disadvantages in how it was designed but as a newbie, I can’t see any. My daughter and her friend describe this game as raising the bar on all other video games, and even with my limited game experience I wholeheartedly agree. Check out reviews from such game reviewers as ScreenRant, IGN, and GamesRadar the commits where all strong and positive. The features of the game are amazing, and every character has their own motivations that are easily identified by the game player. Business Insider list five ways PlayStation 4’s Spider-Man games raise the bar for all other video games. (Smith, 2018)

1. Traversal feels the best it’s felt in any video game (movement throughout the city smooth and just plain fun).
2. “Spider-Man” for PlayStation 4 respects player’s time. Some of the features that they listed and I noted as well were:
   1. You can save and quit at any point in the game, even in the middle of a scene
   2. You can abandon any mission, or skip any cutscene, at any point
   3. You can change your suit at any time, even in the middle of a scene or fight (which I found so cool)
   4. Loading times are quick
   5. Navigating your menu is fast and easy to understand ( even a newbie would have no trouble understanding how things work)
   6. You can retry some missions for higher scores, or reload from past checkpoints if you mess up (As a newbie I found that feature very helpful, it lowered the frustration levels)
   7. The game provides plenty of fast travel checkpoints in case you don’t feel like swinging  (I always wanted to swing, for me, I could swing continuously through New York.) (Smith, 2018)
3. “Spider-Man” raises the bar for alternative costumes for your character. This aspect reminds me of the game of the Sims game, but I did not like the costume changing in this Role Play game.
4. The game constantly gives you new powers and tools so you can customize the way you play. (That I really enjoyed as you advanced through the game. I have other games that you can earn weapons and tools, but this was the best.  Again this is based on my very, very, limited experiences with games.)
5. The story is well-written and makes you care about the characters. (Since I love Spider-Man this aspect did not need to be in place since I love the characters, but it made you have compassion even for the villains. (Smith, 2018)

As I played the game, I felt as if I had found my flow as described by Csikszentmihalyi's Ted Talk. I could easily identify various conditions that he described that are conditions of flow, such as:

1. Step 1 Completely involved in what I was doing—totally focused and concentrated
2. Step 4 The feeling that the activity was doable and that my skills where adequate enough for the task (As a game newbie that was really a step in the right direction). The game developers had folks like me in mind when they created this game.
3. Step 6 Timelessness because I was thoroughly focused on the present, and the hours did get away from us.

After playing this game, I feel as I have found the game that would take up a lot of my allotted game time.  It was exciting and easy to play.  I had only limited frustration with the game itself my problem was getting familiar and comfortable with the game controls. But I feel that will definitely get better with time well spent. I can see games like this having an effect on student literacy skills as described in Harper’s articles about games and literacy. It was a fun read, but it was also loaded with food for thought.
It was easy for me to identify some of the system interactions in this game even with my limited knowledge of games. I had never heard of “Magic Circle” as it relates to  games, but only as it related to crocheting. The authors define the magic circle as it relates to games is where the game takes place. When you play a game, you are entering the “magic circle.” Salen and Zimmerman (2004) described it as a physical component of a game like the game board or the playing field. I definitely felt that way as I played Spider-Man PS4 almost, otherworldly as if I had been transported into in an alternate reality. I definitely felt a lusory attitude as I became more involved in the many ins and outs of the game.
Websites:
https://www.ign.com/articles/2018/09/04/marvels-spider-man-ps4-review
https://www.gamesradar.com/marvel-spider-man-ps4-review/
https://screenrant.com/spider-man-review-ps4-game/
References
Salen, K., & Zimmerman, E. (2004). Rules of play: Games design fundamentals. Cambridge, MA: MIT Press.
Smith, D. (2018, September 6). The new Spider-Man game raises the bar for all other video games. Retrieved from Business Insider: https://www.businessinsider.com/spider-man-ps4-review-marvel-playstation-4-2018-9

There are several differences between games and simulations as listed by Gredler (Gredler, 1992) and Sauve, et al (2007) these are the basic attributes of games:

1. Can have one or multiple players
2. Can have conflicts or cooperation
3. Clearly defined rules
4. Predetermined goals
5. Can be a fictitious activity with no reference to reality that can have mental, physical or social images that do not exist in real world situations.
6. Immersion in a fictitious situation is where the player can experience fun
7. Can multitask while learning.
8. In a game the player can play first, understand after, and generalize to apply it to the learning situations. (2018)

By contrast simulations attributes are:

1. A model is first defined as an abstract (digital) or concrete representation of a real system where the variables are clearly specified and their behavior around a phenomenon is like that of the system being modeled (Arthur, Malone, & Nir, 2002)
2. A form of controlled reality where learners can experiment with differing aspects of reality that would be impossible to study outside of real life. (Such as a flight simulator or a physician’s operation simulation.)
3. They copy the essential elements of reality in a dynamic model that allows participants to control the reality to study it.
4. They place learners in real situations in which they can act and make decisions with the aim of obtaining real-time feedback, which is a dynamic model.
5. They can also be placed in a simplified model where “learners can have a degree of abstraction necessary for understanding the system’s functions and inherent tasks.” (Goldenberg, Andrusyszyn, & Iwasiw, 2005)
6. Simulations address multidimensional evolving problems and can last from an hour to several days
7. They require participants to apply cognitive and metacognitive abilities to a role. (Gredler, 1992)

The advantages of simulations is they can bridge the gap between the classroom and the real world as well as reveal student misconceptions and understandings about the content. Last, they can provide information about a student’s problem-solving skills. Gredler identified two categories of simulations; experiential (social microcosms) and symbolic or microworlds (a dynamic representation of the functioning or behavior of a work or decision-making environment) (Gredler, 1992). The chapter further listed three types of experiential simulations; social process (actions are embedded in a scenario), diagnostic (dealing with patients in a health care situation), and data management (dealing with the specifies relationships among quantitative variables). (Gredler, 1992)
For symbolic simulations the chapter listed two types laboratory research (students function as researchers) and system simulations (they function as trouble shooters to analyze, diagnose and correct operational faults in the system).
While reviewing simulation games such as the Sims and World of Warcraft I found some unique differences that made me enjoy the adventures in WoW a lot more than the situations of the Sims. In WoW I really enjoyed the personification of the animals and the story line.  The gaming cinematography was highly engaging. While the characters and images in Sims did not appeal to me on any level and the stories did not interest me.  The ability to design your character on this elementary type level did not appeal to me either. As I was researching I would a list of Twelve Types of Computer Games Every Gamer Should Know by Jane Hurst (2015). It helped me with the many acronyms that are used in this arena as well as to better understand the jargon. Here is the list:

1. Massively Multiplayer Online (MMO) – games that are played over LAN (local area network)
2. Simulations -games involving taking control of real-world vehicles such as tanks, ships, and aircraft.
3. Adventure -single player games that are set in fantasy or adventure worlds (like Gamestar Mechanic)
4. Real-Time Strategy (RTS) -games that build up your inventory of items, armies, etc.(Like Sword Art OnLine)
5. Puzzle -difficult puzzles.
6. Action -requires excellent reflexes and fighting with the enemies (like WoW)
7. Stealth Shooter -war games or spy-based games. (like
8. Combat -One on one battle with an opponent up close.
9. First Person Shooters (FPS) -the game is viewed through your eyes as the protagonist.
10. Sports – real-world sports games, such as baseball, basketball, soccer, etc. Your game will mimic real sports professional athletes.  (Like Fantasy Leagues)
11. Role-Playing – where you get to act out the part of the main character and make decisions that go along with the story lines.
12. Educational- they help with the learning process. They can train you on various subjects and help make the learning fun.

 
I spend several hours researching other games and found that the ones I enjoyed most where those associated with some type of adventure simulation; Sword Art on Line was one and the Legends of Zelda. As a science teacher I know the value of classroom simulations for dissecting and understanding anatomy and physiology. There are many interactive simulations that are sold for science from elementary to college level course work. You can find Virtual Learning Environments (VLE) where students can learn real-world situations where they can drill basic concepts to simulating work in a laboratory setting.
These types of simulations can help students to translate from multiple scenarios, build digitally controlled working models, create chemical reactions, and serve as a vehicle for collaborative learning situations.
References
Arthur, D., Malone, S., & Nir, O. (2002). Optimal overbooking. The UMAP Journal, 283-300.
Goldenberg, D., Andrusyszyn, M., & Iwasiw, C. (2005). The effect of classroom simulation on nursing students' self-efficacy related to health teaching. Journal of Nursing Education, 310-314.
Gredler, M. E. (1992). Games and simulations and their relationship to learning. In M. E. Gredler, Designing and evaluating games and simulations (pp. 517-581). Kogan Page Ltd.
Sauve, L., Renaud, L., Kaufman, D., & Marquis, J.-S. (2007). Distinguishing between games and simulations: A systematic review. Educational Technology & Society, 247-256.
Shaffer, D. W., Squire, K. B., Halverson, R., & Gee, J. P. (2018, September 11). Video games and the future of learning. Retrieved from http:www.academiccolab.org/resources/gappspaper1.pdf.

How did I feel?
Everything has changed since my initial experience with Gamestar Mechanic.  First, I feel a little more confident as I moved through the quests. But since I am not a seasoned gamer each level was a real contest for me in many ways.  Becoming familiar with how to play each quests and learning new skills as I moved forward gave me insight on how games can progress and teach.  It was a challenge but I have learned to embrace it and not let it intimidate me. After spending a lot of time trying to move through the quests I decided to look up some information on older adults who have gaming experiences.
What did I learn?
Because I have never played very many video games, not even ones on my smart phone, this gaming experience was similar to a babe learning through small baby steps. Each challenge taught me a new usable skill that I could see helping me to conquer learning how to game. Once I stopped fighting with myself and just relaxed the process was most rewarding and enjoyable.  My determination now is to find the game that will motivate me to spend many hours learning to maneuver through the varied skill levels.  I realized it’s about the journey not the conquest. So that’s what I did.  I tried to learn the new skills that were being taught and tried to figure out how they would benefit me later in some other game.
I found out so much information as it related to young learners I decided to see what gaming could do for older learners over the age of 60. I found a Pandora’s Box of information on research studies conducted on older learners. The first article I came across was titled “Video games for elderly people: keep your brain young.” Which was a simple blog about the effects of gaming on helping older senior citizens increase their cognitive skills. The second dealt with the benefits of gaming on older minds called “Games keep you young.” The third was a study done by Jung, et al (Jung, Li, Janissa, Gladys, & Lee, 2009) where their research dealt with the effects of Wii games on older individuals perceptual and cognitive abilities. I read about five different articles that I have listed in my references below and they all helped to convince me that this is definitely something I want to learn and learn well for my own well-being. (Clark, Lanphear, & Riddick, 1987), (Drew & Waters, 1986) (McFadden, Whitman, & Connor, 2016) (Soong, 2018)
References
Clark, J. E., Lanphear, A. K., & Riddick, C. C. (1987). The effects of videograme playing on the response selection processing of elderly adults. Journal of Gerontology, 82-85.
Drew, B., & Waters, J. (1986). Video games: Utilization of a noval strategy to improve perceptual motor skills and cognitive functioning in the non-institutionalized elderly. Cognitive Rehabilitation, 26-31.
Jung, Y., Li, K., Janissa, N. S., Gladys, W. L., & Lee, K. M. (2009). Games for a better life: Effects of playing Wii games on the well-being of seniors in a long-term care facility. Proceedings of the Sixth Australasian Conference on Interactive Entertainment. Sydney, Australia: ACM Digital Library.
McFadden, C., Whitman, J., & Connor, T. (2016, February 17). Can brain games keep aging minds young? There's an app for that, says scientists. Retrieved from Today: https://www.today.com/health/can-brain-games-keep-aging-minds-young-there-s-app-t73811
Soong, J. (2018, September 5). Are video games the new fountain of youth? Retrieved from WebMD: https://www.webmd.com/healthy-aging/features/games-to-keep-you-young#1

​Reflecting on past experiences with a “meaningful play” required a few deep remembrances.  My family often spent long hours playing board games and cards.  My specialty was board games, such as scrabble, monopoly,  checkers, and dominos. One very bad experience in my high school years was learning a very difficult card game that my mother would not let me quit until I learned how to play.  To this day I still am not a favorite of card games.
Later in life, my children became obsessed with playing video games because of their step-father.  He would take them to the arcades and spend loads of money on playing arcade games. I hated the cost, but the children loved it. So in the early years of Atari, Nintendo, PacMan, Mario, and later Play Station, they were totally indoctrinated.  Much to my dismay, I never seem to get involved on any level.  It felt akin to wasting time.
Nevertheless, as they grew and gaming became a part of our culture, they feel right in.  Competing in competitions and going to conferences. Never did I see me as wanting to become a part of this culture.
Then, here I am, taking a class on gaming. What an irony! Since beginning this class, I’ve perused some background research efforts to try to get a handle on the world of gaming.  Reading one of my favorite research theorist Vygotsky’s take on play and learning and doing additional research on Kurt Lewin’s (Schein, 2003) theories it has given means a deeper understanding of the value of this type of high-level inactive play. While I was not looking gaming has developed into a learning tool for all students, young and old.  Just from the brief moments that I spent trying to educate myself on how games motivate and trigger skills of higher-level thinking that I was not aware.  The challenge of figuring out the strategies used in the game and then to manipulate the objects to outmaneuver the game was a difficult task. No gaming dexterity. Moving arrows and pressing a key to do two different things simultaneously was next to impossible, but with persistence, it was done.  It was very difficult for me to master, and still, the frustration levels were so high I had a tension headache that lasted for hours.  I have been reluctant to go back to meet the challenge but I must.
As a child, I played many of the childhood games and pretend characters that most children played and had great fun with all of them.  But I never transitioned to the gaming arena. The reading from the National Institute of Play (National Institute of Play, 2018) the section on The Game Design Sequence, Chapter Five, (Crawford & Peabody, 2018) I see there is a lot that can is learned from gaming.  Practice is what is needed to help me develop the skills needed to become a gamer that enjoys the challenge of a good game.  I have been advised by family members and articles that I have read that if I find the right game, it won’t be a problem for me to be absorbed in the game. That remains to be seen.
References
Crawford, C., & Peabody, S. (2018, August 29). The Art of Computer Game Design. Retrieved from What is a Game?: https://www.digitpress.com/library/books/book_art_of_computer_game_design.pdf
National Institute of Play. (2018, September 3). National Institue of Play. Retrieved from The Science of Play: http://www.nifplay.org>
Schein, E. H. (2003). Kurt Lewin's change theory in the field and in the classroom: Notes toward a model of managed learning. Semantic Scholar.

This was my first written assignment in ETEC 526 Games and Simulations.  It was a bit frightening for no apparent reason I was just nervous about taking it because I knew nothing of games except for board games.  This will be a brand new experience for me and I am concerned that it will be over my head and beyond my ability to learn well.
​
The method of teaching today’s youth using “classical education is no longer seen as adequate preparation for success in life” (McClarty, Orr, & Frey, 2012). These researchers further state that these “taxonomies and frameworks highlight the growing discrepancy between current educational outcomes and the skill sets needed to succeed in the quickly shifting world.” Gee (Gee, 2011) in an interview by Jenkins stated for someone to have an interest something must draw them into the door and to further that interest to some depth they will need to have lots of practice and persistence past failure to go further and develop a passion and a desire to learn more.  That’s what games do for learners.  It kindles the fire to learn more and to master what Gee calls the “passionate affinity space.” Bill Gates (Gates, 2005) stated: “Training the workforce of tomorrow with the high schools of today is like trying to teach kids about today’s computers on a 50-year-old mainframe.” It is important that future generations are prepared for job markets of tomorrow, and an excellent tool to reach that goal is the use of games.
Gaming draws the learner in and challenges their thinking while developing creativity. Games, as defined by Salen and Zimmerman (2004), is a “system in which players engage in artificial conflict, defined by rules, that results in a quantifiable outcome.” So many children and young adults engage in these types of challenges for fun and relaxation, but while they are engaging in these activities, there is serious learning on many levels taking place. Games are built on sound learning principles that are taken from the research of such child developmental psychologists as Ginsburg (2007), Bodrova & Leong (2003), Zigler, Singer, & Bishop-Josef (2004). They offer young children an opportunity to play through the use of simulated environments that they can manipulate in some form that serves as an integral part of the learning process. These games teach 21st-century skills that are needed for our rapidly changing global society. They force the participant to think through strategies, formulate methodologies and assess situations to come to a final ending. The use of rewards, bonuses, and graduation to varied levels help to keep them motivated and involved.
The Onion video, a hypothetical scenario was played out as to what video games are teaching our youth if the case of an apocalyptic society where to take place. Are the skills being taught through video game simulations preparing them with life skills that will be transferable in that type of event? Through light-hearted, it brings up some serious thought as to what types of skills that can be transferred to help humanity survive. The broad and varied types of games can answer that question easily.  Games are created with real-life situations that must be addressed and solved before moving into a higher more skilled player level.  These levels give the gamer an opportunity to bring in other prior knowledge that helps to develop and increase their metacognitive knowledge. (Vygotsky, 2006)
What learning can happen from playing games?
According to current research, the application of games can encourage—or require—students to apply deeper levels of knowledge and skills (Bloom, Englehart, & Furst, 1956). It can tap into students’ recall, or basic demonstration of skills, games, and simulations can present students with more authentic environments to demonstrate strategic and critical thinkings according to McClarty’s report (McClarty, Orr, & Frey, 2012). In Clark and Ernst’s article on Gaming Research for Technology Education base on the current popularity of gaming, it is believed that gaming possesses qualities that can be used to motivate struggling students in danger of dropping out of school (2009). In Hitchcock's study, he concluded that computer-based simulation/gaming instruction increased motivation, attention, and retention of learning (2000). The survey that corresponded to this study showed that gaming could be a useful tool for gaining and maintaining student interest in all areas of STEM education.
In conjunction with the video from the New Learning Institute by Constance Steinkuehle, her response to this learning phenomenon was that teachers should think of learners as a community of individuals vested in learning and accomplishing a unified goal that would empower them to be in control of their level of learning. The nature of this style of learning helps students to press deeper and to learn more based on their interest.  There is still a need for direction by the educator, but it should be limited without excessive instruction.  She foster’s the direct hands-on method that is decided by the student's interest levels.




References
Bloom, B. S., Englehart, M. D., & Furst, E. J. (1956). Taxonomy of Educational Objectives: the Classification of Educational goal: Handbook 1 Cognitive Domain. New York: David McKay Company.
Bodrova, E., & Leong, D. J. (2003). The importance of being playful. Educational Leadership, 50-53.
Clark, A. C., & Ernst, J. (2009). Gaming Research for Technology Education. Journal of STEM Education, 18, 25-30.
Gates, B. (2005, February 26). National Education Summit on High Schools. Retrieved from http://www.admin.mtu.edu/ctlfd/Ed%20Psych%20Readings/BillGates.pdf
Gee, J. P. (2011, March 23). How learners can be on top of their game: An interview with James Paul Gee. (H. Jenkins, Interviewer)
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119, 182-191.
Hitchcok, A. A. (2000). Improving learning retention of knowledge, and attitude of students in a vocational-technical college through interactive computer technology. Fort Lauderdale-Davie, FL: Unpublished practicum paper, NOVA Southeastern University.

I recently completed a class on Content Literacy and in the process I have gained new knowledge that I want share as to why I am maintaining this site.  Also, what new things that I have learned about myself and why I am pursuing this level of education.

Below are a set of thought provoking questions that I had to answer and realized I needed to share where I have grown. These questions were the result of my having to explain why I wanted to do this site and where I wanted it to take me as I grow more computer literate.
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1. What do you want to do? I have decided to develop an e-portfolio which will contain my philosophy of education as it relates to my area of emphasis, Educational Technology. It will target the things that I have learned and am still learning as it pertains to literacy for students and adults in an informal setting such as museums and out of class resources.
        
2. Why do you want to do it? The main reason I want to do this is because at this stage of my academic career I have lost focus as to the reason and drive of why I want to continue this pursue.  I feel if I re-evaluate my reasons I will strive to maintain and obtain further knowledge in that field.  Since I have not been in the classroom for more than five years things have changed drastically.  I still work with schools through my part-time job and it would be beneficial to be able to relate to current trends and changes in education.  Besides, I just want to know. My thirst for knowledge only gets greater as I grow older.  It is exciting to see the many changes that have occurred since my leaving the formal classroom.
     
3. How does the project connect to the concepts of content area literacy and/or metacognition? This project will help me to narrow down how my emphasis area can be an instrument for further study and helping teachers in the area of computer technology, which is not the “wave of the future,” it is the “now” of today. It amuses me when I think of how much I’ve seen over my forty plus years in education.  I remember when all the talk was how computers where going to change education and the way children will learn.  But it has also changed the way teachers need to teach.  It is invigorating to watch and stimulating to be a part of. It is my belief that I will be able to develop through this project a sound metacognition that will align with this content and how it applies to students understanding of what they read and do in any content subject area.
     
4. What steps you will use to approach and complete the project? I will build an e-portfolio that will encompass those areas of learning that I would want students to use if they were creating their own e-portfolios.  What I have learned is that it is never too early to start one.It will help give you direction and help you plan for your academic and personal future.  The process of developing and maintaining an e-portfolio will help the individual to see personal growth and show how you have developed as a person and scholar.  I wish this was available when I started my academic journey.  I would have been able to make note of my changes in learning style and understanding of content.This type of written, visual record is perfect for the beginning of any life.  But it can also work as a reminder at the end of a career. 
   
   
5. In reviewing our book Metacognition in Literacy Learning by S. Israel et al they simply broke the word metacognition into defining each aspect of the word from knowledge, cognition, and phenomenon based on John Favell’s definition. It’s the awareness and judgement about an event that is gained through experience.  The e-portfolio is a work in progress that does just that. It shows the knowledge that has been gained by the individual over time and how this knowledge has impacted their lives. I have discovered that far too many youth just let life happen to them with no real plan.  Then by the time they are thirty or so they wonder what happened to all their hopes and dreams for the future. An e-portfolio forces you to make plans and monitor your follow through. The best gift we can give a young learner is the gift of the ability to “read” and to do so with “understanding.” The wonderful thing about this skill it doesn’t matter what subject you teach. Every subject needs this skill. It is the cornerstone of learning.

After viewing the video Shift Happens it gave me a real fright about the coming future of technology in our country and our readiness for it. America wants to be known as the technology leader, but it is obvious that we will not hold that title at all in the coming decades.  We will be left behind by other countries that have been often thought of as third-world or possible up and coming competitors.  This video removes the thought that such countries as China and India will not be behind us, but they will have far surpassed us as technological leaders.
In the academic report by the Programme for International Student Assessment (PISA) shows how other countries are excelling far ahead of the United States. Of 71 countries whose 15 year old students are tested in reading, math and science literacy every three years the U.S. ranks 38th. (Programme for International Student Assessment, 2016) I reviewed all of the previous videos from 2005, 2007, 2010, and 2012 and found that the U.S. in each video was depicted as further and further behind.  What can we do as a country, a nation in order to compete with these types of staggering numbers? Our solution is definitely educating our youth to be worthy to earn the jobs of the future that have not been created or developed yet.  But we also want them to be sources for developing and creating these future positions.
Our task as a nation is to get our children “ready to man the technology ship” and train them to be able-bodied members of a forward moving society that can compete in the 21st Century. Our tools will be a strong information literacy skill set. The blueprint from the Information Literacy article is only a small piece of what needs to be done to obtain this goal.  Everyone must be involved in the literacy training of our youth.  It is not just left up to the classroom teacher, college professor, the parent or any outside source.  It is a “whole village” task that must be met in order to prepare our children.  Without training students will lack the skills needed to evaluate the information that is thrown in their direction. This is liken to putting them in a boat without a paddle.
Following the CRAAP test for evaluating the information sources will be a vital tool to help them make meaningful decisions. These decisions about the printed text that they must filter though to understand what is really being said will be crucial for developing their cognitive skills. Using technology to help our students understand the information that is littered across the information highway is going to be a major task.  I remember when my school was trying to teach students how to filter through propaganda that was written in advertisements and in newspapers; it was a difficult task.  Even today, far too many students believe if it’s on the internet it must be true. We must train them to have an epistemic eye when reading and reviewing information from the many media sources. One of the A’s in CRAAP stood for accuracy where you are looking to identify if the information is reliable, truthful, and correct.
My task as an educator is to help each student to develop their metacognitive skills so that they can be productive thinkers who review information deeper than just looking at its face value. Use proper reading analysis skills to dissect any digital data that they come in across. Teaching them good reading skills and developing highly competent technological skills will help them to be more productive as they move in and out of the rapidly changing technology. In R. J. Draper’s (Re) Imaging Content-Area Literacy Instruction (Draper, 2010) he describes the importance of developing metacognitive skills in young readers and the value of training students in its use.
As I reviewed the list from the Common Sense Media it amused me because I have looked at least 90% of the shows listed and loved them all. Several of the more recent shows of the last five years I have not seen only because my interest in television changed as I grew older. But this goes back to the statement made earlier about children being able to analyze what they are viewing and reading. This is a skill that has to be taught and it’s the job of educators to make sure children have that skill. The role of the media has had a profound effect on how children learn since the development of movies and television. Television can be a powerful teacher as reported by National Center for Biotechnology Information (NCBI)’s, which recently noted that it can be a positive or negative influence on the young mind. (Canadian Pediatrics Society, May-June 2003) Using today’s storehouse of technology can help them develop the skills necessary for analyzing and preparing their minds for tomorrow.
As I look around at today’s workforce I see technology’s hand in every aspect of our society.  From the simplest task to the most skilled. It is not enough that a developing adult can say they’ve seen this technology or that technology; but, can they manipulate it, use it, and stretch its capabilities? All of these aspects are important to say they are knowledgeable and capable of using the tool.
Since I have started this technology journey, I have improved so many of my skills and have developed totally new ones has been astonishing to me. I have touched on digital data and tools that I would have never thought to be of any value to me at this stage of my life.  I was drastically wrong and don’t mind admitting my ignorance, because I am doing something about making meaningful changes. I am putting my hands on the technology and dare to learn and use it myself.
Has my philosophy changed? Yes, it has more resolve to learn this than when I began.  I am starting so far behind my younger educators, but I am running to catch up as fast as these old legs can carry me. My hope is that I can get other older educators to join in and educate themselves as well.  Accept no excuses; you can learn this and get to be ‘silver surfers’ of the new technology.
 
References Canadian Pediatrics Society. (May-June 2003). Impact of Media Use on Children and Youth. Pediatics & Child Health, 301-06.
Draper, R. J. (2010). (Re) Imagining Content-Area Literacy Instruction. New York: Teachers College Press.
Programme for International Student Assessment. (2016). PISA Annual report. Creative Commons Attribution-Noncommerical-Share Alike 3.0 IGO.