1. Game playing is equivalent to the traditional literacy skill of reading and game designing is comparable to writing as a traditional literacy skill. Game playing employs the reading skills of interpreting and comprehending text when going through the directions and applying them to real life game situations. Besides the reading of text players usually must be able to interpret and critically analyze text then apply information while playing the game. Another element of the gaming experience is the visual-graphic. According to the article the graphic and animated literacy needed by players translates into concrete skills similar to the skills required to solve puzzles. This skill is termed “visual imagery technique”, which is a problem solving skill. Also, 3D games were shown to have a positive impact on spatial/orientation skills. The only skill really mentioned regarding audio elements was the ability to process information from a variety of audible cues. This can be compared to working in an environment where there are many people communicating at the same time but one must stay focused on their task (i.e. stock market). Moving from what the article called “functional literacy” used in playing games to a more complex form of literacy, “critical literacy” we see evidence of more learning content provided through the gaming experience. Just as game playing requires knowledge of the grammar and rules associated with the game, game writing requires the same but to a greater extent. The player is now constructing rather then interpreting the game world, which requires higher cognitive skills when measured on Bloom’s Taxonomy. Another literary element of the game writing is creating a story or situation in which the game player will be engaged. This calls for creativity skills but also knowledge of programming that will allow the ideas to come to life.
2. The goal of the game Energyville is to design a city that meets the energy demands of its population while still addressing the global depletion of finite energy resources. Players must balance the conservation and alternative energy solutions with the trade-off of being able to efficiently and affordably provide energy to the citizens.
3. Players must choose from 9 different energy sources to power their city for 2015 and 11 different sources for 2030. While selecting the energy sources players must also monitor the safety concerns, financial impacts, and environmental impacts of their choices. These conditions force the player to contend with real life energy policy-making decisions.
4. Energyville does have a scenario design. It is embedded in curriculum.
Lesson Plan: Energyville Game
Objective: To Use the Energyville Game Instructions and Vocabulary to introduce Energyville as “Green” City of the Future
Grade Level: 10-12
Common Core Standards:
§ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
§ Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
§ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
§ Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Instructional Activities:
1. Students will complete What it is?, What it sounds like?, How it’s used? textual vocabulary chart based on the game instructions and background.
2. Using terms from the vocabulary lists constructed students will create one of the following products within their groups:
§ An Energyville Travel Brochure using one of the multimedia publishing tools previously introduced
§ An article for Living Green Magazine’s Green Cities on the Rise section.
§ An Airport poster advertising Energyville and a written summary of the poster’s content.
§ A video commercial advertising Energyville as the “green” city of the future.
Assessment:
§ Students will be assessed using the Performance Rubric and Daily Checklists. The rubric will be directly aligned with the Common Core standards outlined.
Debriefing:
§ Students will write a reflection of their completed product that addresses the following questions:
1. Describe how your product highlights Energyville as an eco-aware, environmentally conscious city.
2. Explain how Energyville reflects the reality faced by city planners in 2012. Be sure to reference specific details from the game and/or its instructions.
3. What did you learn about conservation and energy efficiency from the Energyville game?
Cognitive Skills:
1. Visual Short-term memory
2. Working memory
3. Visual Scanning
4. Planning
5. Sustained Focus
New Literacy Skills:
1. Text reading
2. Visual graphic elements
3. Game goals and rules
4. Scenario design
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