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8. Storyline-Students will start of in their training dojo where the will select a ninja.
From that time, students will go into different dojos, as they advance through their
multiplication and division facts up to level 12. After completing each level,
students will have to beat a super ninja, to progress through the dojos to the next
multiplication factor.
9. Characters/Roles-As students advance to different levels, they will be able to
enter their training dojo, and select new ninjas to conquer their multiplication and
division facts.
10. Problems/Tasks/Missions- Problem-Students are trying to make their way through
12 dojos to master their multiplication and division problems. Task-Students must
successfully answer all math fact questions without splattering three fruit from
missed or unanswered questions. Mission-Students will work to advance through
each factor of multiplication, and division. Upon completion of each factor and
successfully answering all questions, the students will fight a super ninja to
advance to the next dojo.
11. Descriptions of 3D Environments
Overall description (visual)
Characters or NPC
In-world tools/resources
Challenges or obstacles
12. Levels and Progression-There are twelve levels that students must progress
through (Each factor of multiplication 1-12)
13. Number of Players Single Player
14. Estimated Length of Gameplay-The estimated length of the game is about 1 day if
proficient with multiplication and division. Those who are just beginning, it can
take up to one month or longer to complete the game.
15. Cognitive Processes Required for Gameplay
Remembering
Yes
Understanding
Yes
Applying
No
N/A
Analyzing
No
N/A.
Evaluating
No
N/A
Creating
No
N/A
No
N/A
Problem solving
Yes
Decision making
Yes
Creativity
No
N/A
Communication
No
N/A
Collaboration
No
N/A
Psychomotor skills
No
N/A
Other
No
N/A
Yes
Yes
18. Engagement Strategies-Students are able to advance to different dojos, and pick
bigger ninjas as they progress through the game levels, which will motivate them to
want to continue to play and move to different levels.
19. Scaffolding Strategies If students are missing a continuous amount of questions,
they will go back to a tutorial on repeated addition (multiplication) and repeated
subtraction (division), to help build mental math computation for their
multiplication and division facts.
20. Assessment Strategies In world assessments-Students will reach checkpoints and
have timed test for the specific factor they are working on. Students will earn extra
points and energy to battle the super ninja.
21. Major Purpose of the Game Integration: This game will be mainly used as a
Motivation tool
Practice
Instructional tool
No
Formative assessment
No
Summative assessment
Other
N/A
22. Implementation Plan The game would be presented whole group to students to
introduce them to the game, and then it will be used as a center during small group
instruction for continuous practice with multiplication and division throughout the
year.
23. Perceived Barriers & Support Needs The main barrier that I expect to face is
acceptance with administration. My administration is not too receptive of the use of
games within the classroom. They want to see more complex uses of technology
other than students playing games. I do think I can overcome this barrier, once I give
them a thorough understanding of the game, and connect it to standards and
Webbs Depth of Knowledge.
24. Reflection on the Assignment I thoroughly enjoyed this assignment, however it
was a ton of work thinking about designing a game. The most difficult part for me
was trying to determine the cognitive skills required for the game. I tried to put
much thought into this, for this would be a key selling point to my administration for
the usage of the game. I had a very hard time trying to find words to describe the
actual environment of the game. Overall this was a very eye opening experience for
me. I love incorporating and utilizing learning games, but I never think about the
thorough amount of work that goes into creating them. From this day forward, I will
definitely begin to analyze games used within my classroom more, and I will refer to
all the questions that were proposed to me during the designing of my game, to
determine if it truly a meaningful game for my students!