EDUC 6814 Game Design: DEJ #2/Gardens of Time

Comparing the learning principles of good games to Gardens of Time
Identity:  
"Either way, players become committed to the new virtual world in which they will live, learn, and act
through their commitment to their new identity."
  All players of Gardens of Time create and commit to their identity.  Designing a garden, posting a profile, and choosing to send gifts and help other neighbors sends your identity message to other players involved.  Constructing a garden reveals more than just images, it showcases a person's likes and wants.  You can visit other gardens and note information about a particular player.  Also, a player commits to increasing their reputation to add to their garden. I believe that in this type of game, students would be able to create an identity of being and doing.

Interaction:
"In a good game, words and deeds are all placed in the context of an
interactive relationship between the player and the world."
In Gardens of Time, players must act and make decisions.  This game is social!  If we want to succeed in this game, then we must visit gardens, give gifts, read the story line, and interact with the smart tools or virtual characters.  Today's students need their reading to be social.  If we compare texting, comments, blogging and video clips, these formats are most often short, and collaborative/interactive.  We need to understand that often we present our students with lengthy passages to comprehend without establishing a purpose or providing "situated meaning".  Allowing our students to read passages that have an outcome of being able to collaborate, assume roles, make comments and possibly create a product ,aligns with what the majority are already doing in their out of school environment.  Today's students  are very much concerned with being able to stay in touch with family and friends instantaneously.

Risk Taking:
" Good video games lower the consequences of failure; players can start from the last saved game when they fail.  Players are thereby encouraged to take risks,
explore, and try new things."
  How often do we allow students to take tests, or complete assignments over and over until they succeed?  In a good video game, the player can try as long as he/she wants to complete a level.  In Gardens of Time, you can jump around a bit, without collecting all of the stars, but you realize, that you should probably go back and collect all stars for more rewards.  I think that is is a valuable lesson in itself, to plan and problem-solve and predict your "needs"  for future levels in the game.  Being able to explore and take risks without negative  consequences is a concept that should not only be in video games, but also in the classroom.

Resource:  Gee, J. P. (n.d.). Good Video Games and Good Learning. In Academic ADL Co-Lab. Retrieved February 3, 2012, from http://www.academiccolab.org/resources/documents/Good_Learning.pdf


Related Resource: Are Video Games Educational?
"Video games. While they may seem like the bane of every parent's existence, they don't have to be—many of them offer unique learning features. And with increased requirements in schools placing unprecedented demands on children and parents, it may be time to start thinking about video games as teaching tools. The learning component of gaming can be optimized with parent involvement. That means understanding what makes a game both fun and educational."
Gibson, J. (n.d.). Retrieved February 3, 2012, from http://www.education.com/magazine/article/Video_Games_Educational/

Although brief, I appreciate what the author says about "fun and educational".  I believe that to make work and fun become intertwined is essential for success.