RPG games and Csikszentmihalyi's Flow theory

I chose to play Mission 2:  Flight to Freedom at the Mission US game site found at http://www.mission-us.org/ .  The game centered around the character Lucy and her life as a slave on a plantation in Kentucky.  She is 14 years old and lives with her mother and brother along with the other slaves on the plantation.  The game play starts out with you, as the character Lucy, doing regular chores and talking to people around the plantation.  Another slave named Henry has been hurt from being whipped by the overseer.  Everyone knows Henry is going to run away soon.  Since Henry is hurt Lucy must do some of his chores which includes tending the smokehouse fires.  Later on that evening the smokehouse catches fire and burns to the ground.   The overseer blames both Henry and Lucy and says they will get sold down south.  Being sold down south is a terrible punishment.  Henry and Lucy decide to run.  They gather all of the supplies they can and take off.  The goal is to make it north without getting caught.  All throughout the game play you make choices that effect Lucy's progress.  You can earn badges for different actions such as resisting the overseer and literacy smart words for reading the definitions of words in the story line.  Literacy smart words help make signs and books clear so you can read them.  Otherwise they are blurry.  I escaped, as Lucy, but always got caught.  I finally gave up after the 5th time.  There are so many options for each section it was hard for me to know where I went wrong and avoid getting caught once again.  That part was a little frustrating for me.  But most likely it was realistic since running away as a slave was difficult and high risk. 

Using Csikszentmihalyi's flow theory I analyzed the game.  Here are the results.

1.  Task that the learners can complete?  Yes, Lucy must complete small tasks in order to fullfill the overseers orders.  Each completed task builds the story line of the game.

2.  Ability to concentrate on task?  Yes, the characters draw the players in with their conversations.  The characters are animated so that the audio matches their movements and they interact with you as the character Lucy.  It is as if  you are Lucy. 

3.  Task has clear goals?  Yes, Lucy must gather badges and literacy smart words so that she can do more things in the game.  Lucy also gather objects to put in her pack when she runs away.  She gathered food, an axe, clothes and other items that will help her in the game.  When Lucy runs away her goal is to not get caught. 

4.  Task provides immediate feedback?  Yes, the choices you make have immediate consequences.  Some of them are game ending in fact especially when you are on the run.  Other choices can get a rebuke from the overseer, extra chores or can earn you badges or smart words. 

5.  Deep but effortless involvement?  No, this is as about as real as you can get.  While the setting is historical and not something we would see today the ideas are still realistic. 

6.  Exercising a sense of control over thier actions?  Each decision that you make leads Lucy down a path that is unique although all the paths lead Lucy to the critical moment when the smokehouse burns down.  When on the run Lucy has several choices of routes and then choices of what to do after choosing a route. 

7. Concern for self disappears during flow.  Yes, there were times in the game where I would take chances that if it were in real life I wouldn't have.  The simulations are realistic and provide life and death choices. 

8.  Sense of duration of time is altered?  Yes, the tasks Lucy performs are immediately accomplished but in reality would take hours.  I don't think it alters the perspecitve of time or distorts it for the player since it makes the game play feel active and engaging.  I don't know how much time I spent playing the game.  It was very engaging even after the repeated captures. 

Analysis of card and board games

I chose to play Monopoly for my analysis.  Monopoly is a childhood favorite for me.  I can remember my mom setting up the game and we would play until it was time for bed then we would continue it the next day until the winner was declared. 

Monopoly game play -Players start with an alloted amount of money set by the rules.  All players start on the "Go" space on the board.  Players move pieces that represent themselves around the board the number of spaces that they rolled on the dice. The spaces are properties, utilities, fines or action spaces such as community chest and chance.  If you land on a property or utility and it is still available then you may buy it. If it is owned then you pay rent to the owner.  The action spaces can either be a positive or negative action.  For example you can inherit money or pay a school tax.  There is a spot that will send you to jail and a free parking spot which is a space no one owns. 

Here is the original game board.



 The goal of the game is to be the last person with property/money.  You win!  This game combines skill and chance to make fun game play and a challenge worthy of hours of undivided attention.  My family owns the traditional board game, the electronic banking version and we have it for the Wii too.

This is what the Wii version of Monopoly looks like.

 I also played online for the comparison at http://board-games.pogo.com/games/monopoly .

This is a screen shot of the pogo game of Monopoly.

Game Components from my definition are bound by rules, has a clear purpose, amusing or fun, challenging, can be either real or make believe, uses skill or chance and game play is done safely. 

 
From my definition I can say that both games have a clear purpose.  They both were fun and challenging and game play is done safely.  There are elements to Monopoly that is realistic such as land marks or items in the game play but it is mostly make believe as you have millions of dollars to play with and you earn money by passing go.  This game uses chance as you have to roll the dice to move but skill is necessary when you are making trades and putting houses on property.  You take calculated chances given the events you forsee might happen so that you can make the most money and eventually win the game.


The format in regards to actually playing the game was virtually the same mechanically speaking.  The players moved in the same way.  Properties were purchased the same way and the same rules were followed from the board version to the online version.  The only think that I saw that was different was when it was your turn you could make a trade or build houses, just like the board version, but the online version gave you a two minute timer.  Two minutes may sound like a long time but when you are trying to make a trade it made me feel very pressured.  If you wanted to make a trade and then build houses good luck.  They give you two minutes to do all of that.  I ran out of time a couple different times.  I understand they don't want people to take all day but I felt under the gun to get things done quickly.  I might have made better decisions if I would have had more time. 

The online version launched in a small browser window which made it hard to see the properties and items on the board.  The players would drop in and out during the game which was frustrating.  But the most annoying thing was the ADS!  They came every few minutes and lasted for 30 seconds.  It really dampened my desire to play.  I was really irritating.  The animation was decent and the "go to jail" spot, when landed on, was funny as they dropped you through the game board to the jail and put bars across your players name until you got out.  There is a chat window but only two of us chatted.  It took some time for us to warm up to each other before we really started having a fun time talking.  The online version is 35 rounds so whoever has the most net worth at the end of the last round wins.  What I really missed was the in person interactions that you get from playing a game with friends in the same room.  When you play with friends or family they usually don't drop out on a whim.  There is no delay unless there is a bathroom time out.  :)  The board is easier to see so strategies can be considered before it is your turn.  There isn't a time limit on building houses or making trades.  You can barter as long as you think you have an audience.  You can change implement house rules when you play a game with friends.  Our house rule was any fines or fees went to free parking.  The person who lands on free parking would get the money.  This is not in the actual rules of Monopoly. 

Playing the Wii version is much the same as the board version except you have to manuver through small menus when there are choices and you roll the dice by shaking the Wii mote.  It is very animated and the Monopoly guy is like a little tour guide moving the game play along.  I would reccommend it to anyone who has a Wii for an alternative to the board version. 


Here are a couple of Monopoly game boards that I thought were interesting. 

Blogpoly for all of us bloggers!

The round Monopoly board.

For the Disney/Pixar fans.

Analysis of puzzle, quiz and sports games.

My learning styles

Kolb -

• I scored the highest on Active Experimentation and Abstract conceptualization which makes me an AE/AC which by Kolb's definition is the converging learner or doing and thinking.  He says this type of learner likes to experiment with new ideas and work with practical applications.  They are less concerned with people and interpersonal aspects and prefer technical tasks.  I would have to say to an extent that is me but I am concerned with people and try to be a people pleaser. 

VAK -

• I was hands down a visual learner.  I scored a 17 on visual, 7 on listening and 4 on kinesthetic. 

Prenskey-

• I scored either a 5 or a 1 on most things so it ended up balancing to a score of 30.  Prenskey's article talked about generation X beginning in 1970 and since that was the year I was born I can identify with many of the things he talked about such as growing up on video games and the MTV era.  I like gadgets and things that are exciting but the older I grow the more careful I am of things.  I read directions instead of throwing things together.  Frankly, it costs too much money to do something twice or repair something because you broke it.  I used to love roller coasters but I don't anymore.  I wonder if it is just the fact that I view mortality in a different, very real way.  Also, money has a different purpose to me now than when I was younger. 

Analysis of Games

I chose the slang game from the site http://www.vocabulary.co.il/idioms/idioms-game-slang-game/ and the universal cryptogram game from http://www.merriam-webster.com/game/uclick/cryptogram.htm. 

• The Slang game is a timed game where you must match the slang word to the phrase that describes it.  You have ten questions answer.  The faster you can answer each question the more points you will get as the point values decrease the longer you take.  If you get it incorrect the game will tell you the correct answer and move to the next question. 

• The universal cryptogram game challenges the player to solve the cryptogram in under 7 minutes.  The game gives you 3 hints that can be used at any time.  The hints each put a letter on the board in the correct spots.  When you have 3 minutes or less on the clock unused letters in the cryptogram start disppearing from the available letters to solve the problem.  You can click solve if you are truly stuck and the computer will solve the cryptogram for you. 

Game components comparison

• The slang game strongest game components are that it is challenging, bound by rules, and has a clear purpose, The game play was done safely and it took skill to earn the highest points.    Some of the weaker game componenets were that is wasn't really amusing or fun. 

• The universal cryptogram game was strongest at challenging me.  It was bound by rules and had a clear purpose.  It was a game of chance at first and then turned into a game of skill when enough letters were up.  Game play was done safely.  It was only somewhat amusing or fun.  More often it was frustrating.  It has the element of real life since they are common phrases in English. 

I liked the slang game the best as it was fast paced and had audio soundbites that made game play more exciting.  I was challenged to get the most points each round by answering the question quickly.  It reminded me of the trivia game you can play at Buffalo Wild Wings.  I love that game!   With my learning style I like to have an active, fast paced game.  The cryptogram game was frustrating and I got bored with it quickly.  I didn't even feel satisfied when I solved the puzzle in one minute 56 seconds. 

VAK Learning Styles

The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):

• Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

• Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

• Someone with a Kinaesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

Kolb's Learning Styles

Kolb learning styles definitions and descriptions

Here are brief descriptions of the four Kolb learning styles:

·         Diverging (feeling and watching - CE/RO) - These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

·         Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

·         Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

·         Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.

Simulation Game Analysis - Cell Craft

Carolina Biological Supply Company is a leading supplier of science teaching materials.  Their mission is to be the leading hands-on science and math education company in America.  The purpose of this game is to interactively explore the various structures and functions of a cell. 

Play Features - the game starts off with a basic tutorial about the different items shown on the screen.  Then a mysterious shadowy figure prompts you to do different tasks.  Once those set of tasks are accomplished you find out that it is a platypus and his assistant that will walk you through the cell structure and subsequent tasks.  They also have this sub story line that is supposed to help you stay ingaged but I honestly found it kind of lame when compared to the difficulty of the material they were presenting you.  Might be good for a brainiac 3rd grader but I would just recommend skipping those short movie clips and get on with the cell activities.  Each task takes you through an actual scenario that could happen in a cell such as being attacked by a virus.  If you do not correctly accomplish the task the cell might die which would be the actual result if the scenario happened in real life. 

Screen shot from Cell Craft. 

Learner's Styles and Teaching/Learning Objectives - A target learner group could be middle or high school biology students.  This could even work for a refresher for a non-traditonal college student such as someone returning to school after having been out for many years.  I used Kolb's assimilating learning style to evaluate this game.  Kolb's definition is as follows

         The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

 Objectives that can be met with this simulation could be as follows.

• Knowledge - There is a vast amount of vocabulary in this game. You need to read the definition and then by applying that information correctly choose what action needs to be taken to keep your cell functioning.  They also have a button that leads to an encylopedia and a back button that allows you to review material for better understanding. 
• Understanding - the animation of this game allows the player to visusalize what happens during the different processes of the cell.  It helps the player understand the connections between the different parts and functions of the cell. 
• Decision making - you have a limited number of choices to make with each scenario of the game play.  Making the correct decisions will keep your cell healthy and able to survive.  Making the wrong choices leads to cell death and the end of the game. 

Game Components from my definition are bound by rules, has a clear purpose, amusing or fun, challenging, can be either real or make believe, uses skill or chance and game play is done safely.  This game is very much bound by rules.  There is a single right way to complete the task and definate consequences if you do not.  There is a clear purpose for each task and it is an actual model of what a cell and how its components function.  You need some skill in order to complete the task but at the same time it is challenging.  I would say it not as amusing or fun as most games but its a decent game.  Game play is done safely as it is just a simulation. 

I think this would be a great game for middle school or high school science class when they talk about cell structure.  It takes some time to go through the stages and I am not sure if a regular class setting would accommodate such a game as this.  It might be given as a resource to those students who need a little more help or for visual learners. 

Bloom's Taxonomy Cognitive Domain

Just as a brush up here is Bloom's Taxonomy cognitive domain. 

Category	Sample and Key Words (verbs)
Knowledge: Recall data or information.	Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.	Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.	Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.	Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.	Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.	Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.