Tag: cause and effect
The third game created as a final project by students in BIOL 1300 Intro to Scientific Reseaarch was called “College Life”. It was voted overall “best game” by the majority of class members. This game about the academic climb from entering freshman to graduating senior was created by team members Chris Tatum, Raven Blanchard, Jessika Williams, and Sara Ploetz.
College Life is a multi-player game in which students move around a gameboard based on the McMurry campus map to answer questions from a variety of categories representing the general education requirements for a degree. They must also choose a major where additional questions have to be answered. As they reach milestones in courses completed, they move from freshman to sophomore and up through the classifications until they become seniors. Questions increase in difficulty as one progresses to become a senior. Fine Arts questions might require modeling with clay or signing a song or drawing an object, showing that this is not an ordinary trivia question game. Other categories (History, Science, Humanities, Math, and Business) also used innovative means for challenging students. As seniors, they must answer capstone questions in their major in order to graduate from College Life as the winner.
All students in the class played the three games and rated them on their playability, their conformance to the expected specifications, and their inclusion of elements from the course – use of inductive and deductive logic, cause and effect, repetitive use of the question-test-analysis cycle (the scientific method), and so forth. Students rated it highest in playability and learning curve, in the “fun factor” and in conformance to design specifications laid out beforehand. They felt it was the game “most ready for prime time”, that this game could be refined into a fun game for the whole family and would have a decent chance of being commercialized. Congratulations to these students for creating the winning entry into the game competition for Fall 2010.
During the semester, I often described our approach to learning about how science is done as being a “wax on, wax off” method of teaching solid content and abilities using unconventional methods. The final products of the course – the games just described – demonstrated the approach works surprisingly well. Can’t wait to see what the Spring 2011 class will accomplish!
The second game created as a final project by students in BIOL 1300 Intro to Scientific Reseaarch was called “DX – Diagnosis”. This medical mystery game was created by team members Brianna Schuck, Rachel Walter, Elise Hager, Jared Cramer, Kim Morton, and Kirk Leverton.
DX is a multiplayer game that pits teams against each other to diagnose diseases and prescribe appropriate treatments. Each player of each team has to earn their medical license and keep it up to date to play a part in the game. Students can earn money to purchase clues for making their diagnoses as they answer questions and move around the board.
All students in the class played the three games and rated them on their playability, their conformance to the expected specifications, and their inclusion of elements from the course – use of inductive and deductive logic, cause and effect, repetitive use of the question-test-analysis cycle, and so forth. Students rated it highest in the science content of this game. They were particularly impressed with the quality of the game board and sophistication of thought that went into the game design. It was felt this could become a great game for helping prepare future doctors and nurses through an interactive and fun game. Congratulations to these students for creating such an attractive and engaging game.
The final project for the lab this semester in BIMS 1300 Introduction to Scientific Research is development of games that implement all of the concepts we’ve learned this semester. The checklist of specifications is extensive and each must be defended by the inventors:
- must require players to use the basics of the scientific method,
- must require qualitative and quantitative observations and analysis,
- must address concepts of accuracy and precision,
- must include elements of “cause and effect”,
- must require players to use inductive and deductive reasoning,
- must include elements of observation without intervention, controlled experimentation, and statistical correlation with intervention (the photo shows a plan one group will use to replicate a double-blind study as players land on particular spaces of their game board).
Three teams are hard at work, with two games focused on college life and the third centered on a “you be the doctor” approach to medical diagnosis and treatment. Each team will present their game to the class on November 29th, and each team will play each other’s games during the week and critique them based on a rubric incorporating all specifications (there are more than those listed above).
Who knows – maybe one of these will be on your 2011 Christmas list!
All along this semester I’ve told my students we were taking a “wax on, wax off” approach to learning how scientists work (if that flew over your head, watch Karate Kid and you’ll see what I’m talking about). Even in their final lab project they are seeing how skills used by scientists are applicable to approaching problems they encounter in every day life. Better critical thinkers developed in a fun and creative environment should prepare these students well for their advanced science courses.