W505 Games as Learning Tools
Stage 2 - 3: Analysis of Card
and Board Games
Title: Chess
General information
This online game is played just like the
traditional board game of chess. The
same rules and goals of apply to both the online style and the traditional
style of the game chess. You must create
a login and password. You must also
provide an email address, so you may be allowed to chat online as you play. You are paired up with players from all over
the world. There are options as to how
long you are willing to play. There are
10 minutes options or a day or two per turn.
This all depends on your schedule and the amount of time you have
available to play the game. Just on piece of advise: Be very careful when you play online! I say this because two times when playing chess I could have won! I guess I let go of the mouse one spot to soon and this cost me the game!!!
Comparison of two formats: digital vs.
non-digital
1. Comparison
1: Game components
My game components are:
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.
The change of
the format from non-digital to digital really does not change the core of my
game components. There is still mental
challenge. There is physical challenge
in using the computer or Smart board.
This game both digital and non-digital challenge, entertain, present
chance, have common goals, rules, rattle emotions, and present completion.
Now, the difference is the physical interaction. What I mean by that is on the online chess
you can’t watch your opponent and get a feel for what they are thinking or how
frustrated they may be. I find this to
not make the same as exciting and competitive.
I found myself playing chess many times and each time I was very close
to winning (I didn’t win once!). I’m
very competitive, so I continued playing the problem was that I like to play
mind games when I play chess (and many other games too) and I couldn’t do this
online!!! I also noticed that the other
players really didn’t want to chat with me.
They were all about the game. So
I guess you would say that the digital format had a little less physically
interaction.
2. Comparison
2: Interaction
Analyze and describe whether
the difference in format results in any changes in the factors listed below:
- Communication between/among players during
the game play, Cooperation between/among players, Engagement to the games, Motivation
to play the game
Traditional:
I know
when chess is being played very little communication occurs. Now, in my ELL classroom setting when
homework is completed during resource time I have a game for the week. I teach the students the rules, goals, and
what there role as a play should be.
They play, but all communication must be in English. If they have questions they ask in
English. If they want a classmate to
help it must be in English. They also
must say why they made the move they made (depending on the game) in
English. I enjoy doing this because then
I just observe and grade their English application. They are less intimidated by the idea of
having to speak English for a grade because they are focused on the game and
not the language. I also like doing it
like this because then I can see the “true strengths and weaknesses” my
students may have with whatever the English focus maybe during that week.
Digital:
I couldn’t get anyone to talk
when they were playing online chess. I
couldn’t even get my opponent to chat with me!
I do believe the computer has a way for pulling the learner in and
making them forget about everything else around. What I would do to promote more communication
between players is make them play with a partner, so it would actually be four people
playing online. Then, the pair would
have to alternate turns and explain to each other why they made the move they
made. I would also require a certain
number of written chats from each team, so they could practice the written form
of English as well.
Maribel,
ReplyDeleteThis was a great analysis. I really liked the Heather Smith article that dealt directly with the language development that can occur in non digital games. I really couldn't see any opportunity for this kind of language experience in my digital card games. I discovered that there is talk that naturally develops as you handle physical objects. In my card games, the players talked as the shuffled, dealt, and counted out cards. I suspect the same would occur as students arranged the chess pieces negotiated the set-up, etc.
A game that works really well for English language development is a modified version of Scategories. I allow my students to work in teams. Thinking of and producing words to fit the different categories and based on a beginning letter provides a rich language experience. The competition not only includes time but also original words.
To be honest, Maribel, I only got into a conversation with one of the people I played with. Every one else ignored me just like you. I also agree with your evaluation, that online games like chess might be more distracting than relaxing when it comes to conversation practice or assessment.
ReplyDeleteMaribel,
ReplyDeleteI really liked your idea of having a different game every week focused on in the classroom. This seems like a great way to get the students to relax and work on their English, and it’s fun! I also had problems with the online games, but mine was because of the Internet connection and I found it very frustrating. This is one thing you don’t have to worry about with non-digital games.
Nice Job,
Lindsay
I appreciate your description about playing against someone online. It doesn't surprise me that they don't want to chat. It seems like if they wanted a social experience they would play with friends. Playing against someone online can completely remove that human connection. It almost makes me sad because people want to play games without any social connection. I only like to play games because of the social connection. Before No Child Left Behind, I would have students bring in their favorite board games the day before Christmas vacation and we would teach each other how to play games and literally play all day. I was surprised at how many kids didn't know the rules to their own games, so it was actually a learning experience for all of us. I could take your game idea and just have 1 student bring a game each week.
ReplyDeleteI really like how you included the description on the interaction with a player and being able to read their facial expressions and body language. Most probably do not realize the gain that playing with someone in person and being able to gauge these movements has for their success in the game - it really helps you as the player to know and debate what moves to make in anticipation for what their next move will be. Great job!
ReplyDeleteBrilliant suggestion to pair students to play a digital version of a game. Conversation, collaboration, reasoning...all language building skills taking place during game play!
ReplyDeleteI wonder if it is the type of people that are drawn to Chess makes them less likely to chat while playing? I have played in rooms for Bingo and those chat rooms are blowing up with conversations. The dynamics are different too since Bingo has many players in one room and chess is a one on one game. I would really hate to play a game with someone who didn't want to talk. I would just want to quit and find a new chess partner.
ReplyDelete