Analysis of Strategy games and RPG

W505 Games as Learning Tools

Stage 2 - 4: Analysis of Strategy games and RPG

Title: Mission 1 & 2

http://www.mission-us.org/pages/mission-2

General information 

This is a computer game that uses multimedia.  It immerses players in U.S. history.  The player has the option of picking Mission 1 or 2.  Each Mission has 5 phases.  In Mission 1 the player becomes Nat Wheeler.  The setting is 1770 in Boston.  The player is exposed to Patriots and Loyalists and must decide what side to stand with.  The player can earn badges by learning academic vocabulary.  The play also gets the opportunity to be exposed to the actual history that occurred and things that may occur because of their choices.  In Mission 2 the player is a 14-year-old slave in Kentucky, her name is Lucy.  As Lucy the player must escape from the south and head to Ohio.  In this Mission the player learns about how slaves were treated, the Fugitive Slave Act, and many other historical events.  Again the student learns about history through the choices they make.

As I played this game I became lost in it!  I told myself I was only going to look at it and read what it was about the first night.  That didn’t happen, before I new it two hours had passed and I was only beginning phase 3.  I really enjoyed the game because it gives a real feel to it.  It also was very educational and easy to follow.  The game is very interactive with the player.  Everything is in print as the computer characters interact with the player (this makes it better for ELL students).  This is a game that would be perfect for 8^th grade social studies.  I would recommend playing it as a class or individually for 10 minutes every day when teaching the unit, if time permits.  If that doesn’t work then maybe this could be played the as an opener and closer to the unit!  Another idea could be to play it during enrichment or at home and a parent logs the time the child is on playing!

  

Analysis based on Flow Theory

Analyze and describe whether the game has the elements of flow listed below:

o   Task that the learners can complete

Yes, because each mission has 5 phases it always the learners to complete smaller sections to complete an entire task (The Mission).

o   Ability to concentrate on task

Absolutely yes, I didn’t notice that two hours had passed!  The graphics are great and the action and interaction holds the learners interest!

o   Task has clear goals

Yes again, the game has the learners collect badges, points, and artifacts/materials to play the game or survive.  There are choices to be made that can help or end the game.

o   Task provides immediate feedback

Yes, every step of the way the learner has at least 2-4 choices to make.  This leaves the game to chance and makes it much like real life.

o   Deep but effortless involvement

Yes, this game pulls the learner into the past.  The learner finds himself or herself in a historical time from the past.

o   Exercising a sense of control over their actions

Yes, the learner has total control over what actions their character will take. 

o   Concern for self disappears during flow

Yes, the learner is warped to a historical environment of the past.  Their actions/choices will deliberately have an affect of life or death.  Many actions that can be taken by the player are very dangerous as it was in the past.

o   Sense of duration of time is altered

Yes, the player is so involved in the game that time is lost.  Five minutes becomes at least two hours as you play this game.  While playing a year can pass in about an hour or two!

Just to add, I 100% agree with our readings this week.  Games are taking education to another level.  RPG are the next big thing we need to think about as we lesson plan.  I believe many teachers are now always looking for a way to reinforce classroom curriculum in a way that brings the students in.  Games are the way in!