W505 Games as
Learning Tools
Stage 2 - 1:
Analysis of Simulation Games
Title: Peacemaker
General information
1.
Background information
This game was created by real world new
occurring with the Israeli – Palestinian conflict today. The inspiration for this game was educate the
world of what is going on with this part of the world. The people with the original idea were Asi
Burak, Ross Popoff, Brain Schrank, and Shanna Tellerman. To play and learn more about Peacemaker you
can go to
http://www.peacemakergame.com/demo.php
http://www.peacemakergame.com/demo.php
2.
Play features
The point of the game is to be a leader of
(Israeli Prime Minister, or the Palestinian President) the Israeli or
Palestinian people. As the leader you
must make decisions that deal with actual real events that are happening in
those countries at the present time. The Goal is to make peace, as much
possible.
3.
Representation
This game is offered in English, Arabic, and
Hebrew. This game has plenty of
challenging events that can be graphic because it deals with real world
events. It’s an eventful game that
presents many dilemmas, which the player must make wise decisions that have
many different effects.
Analysis
1.
Learner’s styles &
Teaching / Learning objectives
This game is a game that can cater to all
learners. It has a way of sucking the
player into the game. The player will be
playing for an hour easily without realizing it! It makes emotional connections, which
promotes a learner to make true connections to the game.
2.
Game components
Games are activities in which players are
actively involved physically and mentally.
Games should also challenge and entertain the players with positive
competition. Finally, games must have an
element of chance, a common goal for the players, and rules. Game must create
some form of an emotional reaction.
Peacemaker hits all these game components!
3.
Application
This game is
something I would use for my ELL Shelter Social Studies class. In this class I team-teach a group of ELL
students. These students are LEP
(limited English Proficiency) and need as much visual clues as possible. This game provides many visual clips that
help understand events that are occurring.
This is a game that I would have my ELL students play before we start
the unit as a way to open the unit for my junior high students. I would then have them play the game again in
the middle of the unit and a third time at the end of the unit. I would want to present this game like this
because it will allow the students to figure out how to play the game, practice
and re-enforce material learned as well.
I would also like to have the student at each phase of playing (before
unit, mid-unit, and end of the unit) to play it once with a partner and a
second time alone. In total each student
will play it six times. I would also
like to play as a class during my ELL students’ resource time to help students
understand and really learn what is happening in this part of the world.
