Author Archives: gigiibond

The research paper we read was about social skills developed by youth and the study of how it occurs. The paper gives various definitions of social skills and that stereotyping is most common in white middle class groups, especially due to the influence of media. Degand conducted a 12-month study of black teens and their experiences with media to determine the affect this had on social skills/stereotypes. He offers a description of the literature the describes social success and media in the lives of youth. He writes that this success is different from different perspectives and affects groups differently. Degand decided to us a version of “hermeneutical phenomenology” as a framework for this study; this study focuses on the subjective nature of the individuals in his study. He gives a background on who he is and why he is conducting the study– why he’s fit to do this. Later, he describes his method and why he only chose 2 participants, not a large group as well as the background on the participants. He conducted 12 interviews and 6 observation sessions with each to obtain the necessary data. Even though he gave a background on the two boys, he gives in-depth context of their social situation in the results. Namir, the first boy, defined success as something that comes through money, but social success is necessary before this full success can be attained. Mathieu describes social success as being when someone can live life for themselves, a more “holistic approach.” Degand talked to each boy about their future aspirations, and this success was reflected through that. Following his description of the media experiences of each participant, Degand explains that success was heavily reliant on family, where failures may cause setbacks in the future. In addition, aspirations were reliant on the types of media each boy engaged in, yet the amount of time for each of them varied. Finally, Degand concludes with the limitations of the experiment such as time budgeting, and he tells the reader about future potential research, so that they may conduct a study of their own.

The video by SteinKueler is about interest-driven learning and that games are captivating and aid in education. Games are an easy platform to look at when kids are engaged in what they’re learning about. She lectures on what exactly game does for kids and talks about her daycare process and Ph. D. There is a literacy crisis in males and they are falling out of school more rapidly. She did studies on civic engagement surrounding video games and the difference between school and game identities. She makes a bridge between education and games to hook kids in– a “bait.” He realization that structure and “talking at them,” doesn’t help with this approach she turned it around to follow the kids’ interests and it worked. When they read something they care about understanding, they persists when challenges occur and their comprehension increases. The child needs to work towards their own goals not someone else’s, and there need to be resources for that.

I never knew that there was such a problem with male literacy in the US. I think this could’ve been because I grew up in a more privileged area where everyone went to school and studied. In additions, I may not have done enough schooling to actually see this occur, it’s not easy to keep track of a 35,000 student campus. This topic really intrigues me because I feel like it could be drawn back to earlier ages. Due to women always being home and cooking and cleaning, I believe they had more time to read. Reading was most likely a hobby or activity of enjoyment for these women, which could be why they got so good at it. I do wonder where the woman is from/where the daycare was because seeing the deomgraphic of sign ups and attendees would be interesting as well. I think she definitely could do more research on males and why they struggle more (outside of the info in this video).

What do you define to be social success? Do you think these are personal skills or community based values?

So no one has answered me in my guild chat… LOL. They look like they’re aiding me but they won’t answer me (cries). My guess is just that people aren’t very active anymore or don’t know how to check the chat so I think I am going to look into joining a new guild where there are more people (so maybe more people playing?). A new expedition just opened up for my guild, so I’ve been playing and just choosing auto-battles since I have many soldiers and know I will win. I won a few battles but now have to revive my soldiers so when I check the game again I’m going to keep battling.

Aside from this newfound expedition I am still pretty bored of the game, I’m gonna see if I can get to the next age by the end of the class though. Usually setting goals for myself is the only way to keep playing. I realized I had some victory expansions as well as coin-payment expansions so I have grown my empire and begun to build more to increase citizen count and happiness. Most buildings from the iron age cost diamonds, but I still don’t want to spend them. I also don’t know how to earn more easily without spending money or coins. I changed all my road to paths (bronze age), but paved roads cost diamonds which I would rather save for something important. I also have the Oracle of Delphi building which I have been donating all of my forge points to, which means I can’t do other research aka I can’t evolve my empire quickly.

Tbh this game is kind of annoying me.

The research paper from 2016 is about fitness tracking within youth. The background explains that society is looking for healthy changes and often looked to devices to help them track that, so the point of the paper is to understand how youth use physical tracking devices to “engage with personal health data.” The paper explains the methods and the participants: 11-12 years old children of different ethnicities and BMIs. They used a fitbit to track this study during a 6 month period, and familiarized students through a protocol so they knew how to use the device. The quantitative data was more based on how often the student synced or engaged with their device, and more on how aware they were of the steps they were taking (how often they had the device on when walking). There was also a qualitative side of the research where the children were asked about their experience. The results showed that engagements decreased throughout the period and only increased when motivators or researchers were present. There were many codes created to describe the experience, and many kids found size or comfort was the problem. Males also used it more since they were trying to compete with each other, and females felt tense or nervous like they were scared of being researched and self conscious about it. These results weren’t surprising to the authors and many reasons why so are explained in the discussion such as low technology access and low motivation within this age of students. Incentives are necessary for viable data, and in the future these health technologies are more likely to reach older age groups.

Jane McGonigal begins by telling the audience that she can increase their lifespan by 7.5 minutes, and continues to explains how important games are and how they get a bad rap all the time. She goes into a study on what people regret most on their death beds, the top few being working not as hard, staying in touch with people, letting themselves be happier, having the courage to express themselves, and living a life true to their dreams. When Jane reads these, she explains that games can fulfill each one whether they be video games or any games at all. They help with connections and decreasing anxiety and depression. She tells her story about being essentially on her deathbed for 2 years from a brain injury, but she decided to make it a game to tackle her real life challenge. Her sister and husband became “allies” and they identified the “enemies” which were triggers, and “power-ups” which were positive situations for her. She spread this game out to the community and got a lot of positive responses back. The top traits of post traumatic growth are exactly the same and opposite of the top five regrets. She has the audience play her game with her and explains each step and set of points to earn the 7.5 extra minutes of life. The types of resilience she has the audience work on leads to 10 extra years of life.

I absolutely loved the video by Jane, her story makes it extremely personal and so intriguing and I think it’s so cool that she created a game all based off of her struggles. I admire the work she’s put in and the amount of people she’s helped get out of hard situations. I would love to be able to make as big of an impact as she has on the nation, and I think it’s really cool that she used her problems for good. I downloaded her app and plan on using it often because where it came from is so cool. It’s extremely easy to follow and makes me feel good when I complete challenges and think of the time I’m adding onto my life. The colors and types of activities are simple and keep you interested while also keeping things enjoyable. I hope to continue playing to see what happens!

If you went through a traumatic event would you ever think to make a game of it? If you have personally gone through a traumatic event and are reflecting back, how exactly could you make it into a game to get better or help others in the same situation get better?

Since I started playing, my city hasn’t grown as much as I expected to. A big part of this is the fact that buying more land to expand costs diamonds after a few plots have been bought, and I don’t like spending diamonds. In addition, I don’t have a lot of time to play so my empire isn’t as big as I would like it to be. I recently reached the iron age, so I have been selling old buildings in order to build new sophisticated ones since they have been unlocked. I also have messed around in different worlds to see if making an empire differently will have any effect on the outcome, but since this means I have to start from the stone age again it is uninteresting and I get bored quickly.

My thoughts about the game honestly haven’t changed much. I have never been super into games that are like this, where you build your own town and do everything on your own. I very much enjoy quick phone games with easy levels like ball-shooting games or puzzles. I used to play a game like this but with dragons, which was much more interesting to me since you bred your own dragons but I soon got very bored. I think this type of game play just doesn’t work well for me. I understand how it could be educational and good for the classroom, but I wouldn’t choose to play this game just to play.

My guild doesn’t seem very active because when I check activity it says no one has had conversations. I think that people in the guild are in a similar position as I am (playing time) or this could be a guild from a while ago and most players are inactive now. I am going to start conversation and see if anything happens because I would like to know if they play or not. I wish the timeline showed when people joined and if they send messages what time and when they do so. Also, it would’ve been cool if before joining I could see when it was made and how active players are within the game as well as the guild.

The article by Kellner and Share immediately begins by explaining that critical media literacy is extremely important but the USA hasn’t been able to achieve and therefore teach it. This literacy spans material outside of traditional literary works, and offers a mainstream analysis of media. The protectionist approach is pointed out, similar to Degand’s article about multiliteracies and culturally relevant pedagogy. This approach keeps people from the important information they deserve to know as many citizens blame media for the worlds problems (that are completely unrelated). They understand that media contributes to social problems in some ways, but when it is contextualized in the right way, it contributes to education and discussion very well. Another way media is taught is through thinking about the aesthetic properties, which is important but focuses on self-expression rather than socio-consciousness. A third approach is the “media literacy movement,” where this media and learning is politically neutral and explores communication. The central approach the authors want people to take is a combo of these 3 approaches. It teaches all types of literacy and social problems, including projects for democratic social change. This type of literacy increases civic participation since it is a collaborative type of teaching and learning. This radical democracy requires teachers to share power with students when conducting lessons so they get the most learning. This critical learning requires cultural studies and education through the media; independence and interdependence are both promoted through this approach. Media production must be encouraged through this approach and it must be increased in public school settings in the US. The article finishes by stating that literacy must be expanded to include common modes of communication. Teachers must be trained to stimulate creativity and this type of learning should become normal in the classroom settings in order to create progressive democratic students.

I have struggled to think of a classroom setting where this type of approach is used, but i sincerely think that this is becoming a central aim of the International Baccalaureate program. I participated in English classes through this and never have I been encouraged to used my phone in class more than here. This class heavily empahsized the influence social media has on society now, and it was tailored to fit what was most popular in the period we were learning. We studied how politicians are now using this almost “addiction” to media to their advantage, and how they are manipulating audiences into believing them through it. This occurs through ads and even standard apps like twitter. In addition to persuasion, it is important to well-known figures that they are seen active on media since it increases their popularity– they are more “modern.” I think studying this made me extremely aware of “hidden” biases within media, and has allowed me to grow as I seek out news sources and other media in general.

If you had an opportunity to learn like this within an english class, would you? If a controversy came up do you think you would be able to sit and discuss it in a class or do you think classes should be as neutral as possible?

To me, the pace of this game is slow. I think this could be because I don’t have a ton of time to devote to it, but it also has gotten to be pretty boring. I enjoy linear games much more since I have levels to pass and things to accomplish while also being guided, but in FoE I feel like I almost have too much freedom. I was interested in it at first, but now since I basically know how to do most things I find it dull. Sure there are aspects that are sort of cool, and I enjoy completing challenges, but otherwise making buildings and fighting battles just isn’t too important to me. Other games I play, when I do, are iPhone applications such as plants v. zombies or Oregon trail (LOL). These both are sort of open but there are always stories that go along with what you have to do within the game.

Due to my lack of time, I haven’t experienced a lot with guilds. I have aided lots of members and my guild members aid me which is very nice, but I have only fought in one guild v. guild battle. You also can only join guilds with people you know if you’re creating your empire in the same world as them, which is pretty limiting since you are put in a random world at first and don’t find out how guilds work until halfway through the bronze age. I also can’t join the guild expedition since I just recently joined the guild which is frustrating. One of the challenges I’m supposed to complete for scrolls is to negotiate or donate supplies to the guild, but it will only let me donate medals which I don’t want to do. I’m not sure if I should wait or not because the archaeology event will end soon.

Winn in her article argues for a teaching style that incorporatese literacy and justice. She has often heard students say they want to be viewed as valuable citizens and they also want freedom in the classroom. Jer Restorative English Education idea is grounded in restorative justice and includes “circle processes,” demanding collaboration and power sharing. Literature has brought so much death and controversy in the past, and Winn believes it can be used for peacemaking, which is essential for “juveniles” but also for students on a successful education path. She sat into classes to see how educators work in and out of them, and to study the dynamics of students in these settings. She went to groups such as Power Writing and Girl Time to see how marginalized people had the opportunity to express themselves. Winn wants teachers to reexamine how they teach literature and its purpose, A=and how that creates empathetic students. Students can “historicize” their lives in circles and tensions can be mediated through shared experiences.

The article by Ladson-Billings begins with her highlighting the main point of her article from 1995, and the references it has received. She explains that her article had important parts, but education and culture are both always changing so her approach must be altered to reflect that. She dives into why she studied African-American students, and how she found these subjects in order to get data that worked well with her past article. The new theory is “culturally sustaining pedagogy,” which when not used can lead to “academic death” of students and even teachers. Teachers sometimes focused to much on culturally relevant issues that didn’t pertain to the students learning them, and Billings wants teachers to focus on things culturally relevant to the students. When she spoke to First Wave, her idea to evolve this pedagogy was sparked. She engaged the students in guest lectures on campus and allowed them to be able to express themselves in public in an almost “fake” class. She explains the pedagogy again and how authors have pushed her earlier theories to become what they are now. Her past article has “a life of its own;” controlling meaning is extremely difficult. Lastly, she writes that this new pedagogy will meet external performance assessment and community/student driven learning.

The video is about “making” and the prominence the term is gaining. Making has a lot of different meanings, such as humans making food, cars, presentations, etc.– essentially making humans “who we are.” Also, there is the MAKE magazine which began to become a physical event (fair) all over the world, which has now become a “social movement.” This has been great, but has been in the “honeymoon phase,” but she explains that she thinks it’s time to ask critical questions about it. Featured makers have mostly been men (85%), which took her aback since Make incorporates so much language of equality and openness. In the 10 years, there have been no colored/no minorities featured on the covers. The editorial staff as well as the authors of the aritcles are all mainly white men, in addition the audience is mainly middle aged males. MAKE has extremely high prices since a lot of items are robot kits, so it’s hard to have a younger audience. The most common categories for the magazine are electronic projects, vehicles, and then robots, highlighting artistic projects are underrepresented. Marginalized groups are less likely to get degrees in STEM or be interested in it, which is why the audience is full of men. This is a problem because MAKE is being hypocritical, since their language promises being open and accessible, which it isn’t at all. The Maker Education Initiative is about creating every child to be a maker, which is wrong because we “shouldn’t be telling young women and kids of color to become like rich white men.” MAKE is problematic because they hide what they don’t want to show. Buechley ends with bringing up projects MAKE could do to include put to the side groups.

I hate seeing stats like the ones in the video, since as a woman I know that this is reality. I have done some research on the gap between marginalized groups and central groups in any sense, and am always shocked even though I know what to expect. It is so frustrating that there are so many situations where certain groups get pushed down due to who they are or where they come from. I want to be apart of the change that creates more women in STEM and closes the obvious gap between groups. It makes me sad to see that this hasn’t really been changed at all, but I think our generation is the one to do so.

Do you ever feel like your ideas are put to the side? Do you think that this separation is normal, and does that frustrate you? What do you consider “making?”

My city still isn’t very big, but it has a good amount of buildings, decorations, and trees. It’s quaint but my citizens are happy! Expansion is hard because it costs diamonds which I don’t want to spend even though I should expand my city. The hardest part when making buildings on new land is remembering that everything must be connected to a road, so sometimes I create buildings that I don’t even realize aren’t being constructed since they aren’t connected to road. This makes sense because the people can only walk on road so there would be no access to the building if it weren’t on a road. I also tend to have to move current structures around to build new ones. I try to build as much as possible, but usually I just end up following the challenges/storyline for directions in order to earn rewards.

On the continent map, battles have been relatively easy and usually I choose to conduct them myself rather than the computer because it makes it more interesting. Trying to figure out a strategy for fighting is difficult since I don’t typically play games like this, but it has been mostly straightforward and by playing myself I have a better chance of winning. I haven’t done a guild expeditions yet since I didn’t know how, but I am looking into it and am figuring out what exactly it entails. Lastly, I have only battled with others a few times and it is a bit harder than fighting the computer/game. In additions to me attacking, I have been getting plundered as well which messes with my soldiers, my town and my supplies. I hope I can keep expanding through PvP and PvE to have a strong empire.

The article by Bloom beings with the explanation that games involving Shakespeare, in any way, are becoming more and more popular. They are used to increase the buying rate, but also the reverse, these games increase the popularity of theaters. The paper’s main idea is to explain why certain games “struggle more than others to translate … theater into gaming.” There are theater-making, drama-making, and “scholar”-making games that all have different central pathways, some more immersive than others. She is working on creating a physically interactive game through Kinect that has to do with Shakespearean theater. These types of games offer many educational opportunities and she references many of this sort, ranging from placing the player as a director, dress manager, playwright and even more, which familiarize them with decision-making and the actual parts of theater. Bloom is creating her own game, Play the Knave, in order to curate a setting where simple clicking of buttons to act as real gestures isn’t enough, the player actually has to do what they want so it feels realer. She explains how her game works with the sensor and player, and the player actually is apart of the play as an actor or any other possible role. This recorded performance can be shared and watchers can choose where they view it from. She finally explains that she isn’t sure if the game willl become commerically popular or not, it depends on the audience and time it is released.

I ended up reading essentially the tutorial after this paper, and it has a very straightforward summary with pictures of what exactly it does. It explains a kinect sensor is need and the player has to recite the script through the game. Following this is the types of curriculum this game can be used in. Elementary school students can use it to learn Shakespearean language through mini games, and high schoolers can use it to understand certain plays being studied in class at the time. The advanced form of enrichment allows in-depth analysis of specific decisions while playing, which leads to a greater understanding of being in a play like these. There are some tips she offers at the end, like the fact that these games are for entertainment and enrichment not as a lesson in themselves.

I thought her creation of this game based off of research is extremely interesting, especially since i know I could never pull something like this off. I wonder if she would consider using VR instead of kinect/motion sensors for a game like this. She does a great job of explaining how it works and also what the impact of it is. I would be extremely interested in playing a game like this in the future, since what I know about Shakespeare is only from high school. I believe a game like this would’ve made learning about Shakespeare much much more intruiging.

Would you have enjoyed using a game like this in high school? Do you think everyone would’ve participated/enjoyed it?

The ongoing storyline is the only thing that really keeps the game interesting to me, since I don’t know what else to do really. It keeps me doing things around my town that I normally wouldn’t know to do, and by completing them I get rewards. I usually don’t have time to go on the game but when I do I only use the storyline to complete missions and earn rewards. They are pretty simple tasks and each one has a reason, most of the time to come together and complete one big goal.

I just recently got the daily challenges and they are sort of interesting since there’s a new one every day. I don’t really know much about them but I am excited to find out how they work and how they will benefit my empire. There’s an option for two different chests when you open the game, and to win these chests you must complete given tasks given by the Nameless. These add to your progress and lead to a better empire and give you more points.

The archaeology challenge is a bit confusing to me since I haven’t been exposed much to it. I played around with it a little and essentially you brush away sand and uncover artifacts, and the more you get the better. This leads to rewards and other opportunities, but more tools can only be bought through scrolls. These can be earned through completing story line challenges, so in a way everything is connected. But, if you need more scrolls and can’t earn any, you can buy more with diamonds. This loops back into the cycle of the game trying to get players to spend money in order to better their empire and earn more points.