Talk:Games as learning motivation: Difference between revisions
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== Automatic switching == |
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There may be several problems with arcade/action games as learning motivation: |
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:; Badly integrated exercises : An exercise may appear much less interesting than the game phase in between, so the child could see the education as a very undesirable interrupt. A trick to counter that effect could be the use of game effects during the exercise. A child playing XBlast as the game phase may receive an XBlast character as a tutor during the exercise. This could change dynamically with the selected game(s). |
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:; Out of exercises : A child may still enjoy playing the game but may be out of unsolved exercises (exercises previously determined by teachers, tutors or mentors). A selection of Wikipedia articles appropriate for children (e.g. [http://www.soschildrensvillages.org.uk/charity-news/education-cd.htm]) could be a nearly unlimited resource of easy exercises that would require the child to answer questions about the article in a multiple-choice cloze (some gaps could require typing an answer instead of selecting one from the list, "none of the above"). It seems easy to collect a large amount of questions for each article, from which a selection algorithm could chose 5 to 10 questions which had not yet been asked or asked seldomly and 1 or 2 questions that had been answered correctly and 1 or 2 questions that had been answered incorrectly in the past. |
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:; Inadequate duration of exercise or game phase : A child could influence the length of the exercises or game phases with six different levels of difficulty: (no games, short games, medium, short exercises, few exercises, short and few exercises). The recorded settings over time could also provide some feedback to [[Mentoring|mentors]] and teachers. A child keeping the setting at "short and few exercises" could have a tendency to become a game addict. |
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:; Pupils not requiring the motivation : Pupils not requiring the motivation of games could be motivated to play games merely because others in their peer group were "bad" examples. (Playing a game is, of course, not in general a bad example). |
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:; Recompilation : Pupils able to recompile an open source game to run outside the education context should probably be considered outside the scope of such a framework. A mentor or teacher could still notice the lack of any feedback to exercises (e.g.) in the [[OLPC_Human_Interface_Guidelines/The_Laptop_Experience/The_Journal|the journal]]. |
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=== Game control === |
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A game could receive input from a "game scheduler" while running and gradually become less interesting when certain configurable (e.g. age dependent) limits were exceeded. This way games could be programmed to make a child lose interest, at least for the time being. Other games started as a substitute could start in a more interesting state but then more quickly change to a less interesting state. A child may be more easily prepared to accept the hints given by the game itself than requests from others. |
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Latest revision as of 08:34, 30 July 2013
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