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He was just a kid at the time. It was 2007, and his family was registering for benefits at a refugee camp in Uganda, where they'd settled after fleeing civil war in South Sudan.\u003c/p>\n\u003cp>He didn't tell anyone at first, but in that moment he knew in his heart that he wanted to learn to code, he says. More than a decade later, Mayen is garnering international recognition from Facebook and the global gaming community for an innovative video game that brings players into the life of a refugee. The latest version of the game — called \"Salaam,\" which means \"peace\" in Arabic — will be released on Thursday.\u003c/p>\n\u003cp>But before that could happen, Mayen had to get his mom to take him seriously.\u003c/p>\n\u003cp>When he eventually confessed his dream to his mother, he says she laughed at him. \"She looked at me like I was crazy. 'What are you going to do with a computer? Who's gonna train you?' But because she was a mother to me, she didn't discourage me.\"\u003c/p>\n\u003cp>Mayen says his mother quietly began putting away part of her earnings from mending clothes for other refugees at the camp. After three years she saved $300 and surprised him with a laptop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mayen was astonished and grateful for the gift, but he says it also came with a downside. He worried that if he didn't take advantage of her gift, his mother would take his or his brothers' desires less seriously. Also, he wasn't sure where to begin learning to use it.\u003c/p>\n\u003cp>His first hurdle to mastering the computer was simple but significant: finding a place to charge it. He eventually found a generator in a distant part of the refugee camp and says he walked three hours each direction to get there every day.\u003c/p>\n\u003cp>Next, he needed instruction. He couldn't access the Internet, but a friend gave him coding tutorials loaded onto a flash drive. That same friend also gave him a copy of his first video game: Grand Theft Auto.\u003c/p>\n\u003cp>Mayen says he was drawn to the game, which is famously violent, but \"I felt like this is what is actually happening in my country. This is war.\" He started to wonder what if, instead of a game that encourages players to take violent actions, \"I could make the same thing happen, but for peace and conflict resolution?\"\u003c/p>\n\u003cp>That was the inspiration for the mobile phone game, Salaam, which he spent the following months creating. In the game, players take on the identity of a refugee escaping a conflict zone and have to gather resources like food and medicine while running away from violence to stay alive.\u003c/p>\n\u003cfigure id=\"attachment_55033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/game_diptych-1_custom-2142cdda5f1e85ab4862af63c1216e17e1da8b32-e1576134958974.jpg\" alt=\"\" width=\"1920\" height=\"1169\">\u003cfigcaption class=\"wp-caption-text\">Screen shots of Salaam. Players gather resources like food and medicine while running away from violence to stay alive. \u003ccite>(Salaam Game)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mayen shared the game on his Facebook page, and that's when he started attracting international attention. Most notably, more than 26 million people watched via livestream as Mayen was \u003ca href=\"https://www.facebook.com/fbgaminghome/blog/the-game-awards-2018-recognizing-this-years-global-gaming-citizens\">named a Global Gaming Citizen\u003c/a> at the 2018 Game Awards in Los Angeles, for using gaming to promote \"positivity\" and community.\u003c/p>\n\u003cp>Even within that category Mayen is a standout, says Leo Olebe. He's the global director of games partnerships at Facebook, which co-developed the Global Gaming Citizen category for the Game Awards. \"In the games business, it's really easy to fall back on orcs and goblins,\" says Olebe. \"It's really hard to take this throughline of peace and conflict resolution and carry it through everything that you do. And Lual does that. It's mind-blowing stuff.\"\u003c/p>\n\u003cp>Mayen is now focused on bringing Salaam to a larger audience by releasing an enhanced version on Facebook Instant Games, through the company he created, \u003ca href=\"https://junubgames.com/\">Junub Games\u003c/a>. His vision is to use the game to inspire empathy for refugees. And he says he's working on a charitable component so that when players make in-app purchases of extra resources in the game, a portion would go to a grassroots organization at a refugee camp. As people pay to \"stay alive\" a little longer in the game, they're supporting actual refugees' lives.\u003c/p>\n\u003cp>Olebe says so-called \"social impact games\" like Salaam are a category that has the potential to push the industry to expand its definition of success.\u003c/p>\n\u003cp>\"Lual is actually making a difference in this world by inspiring people to be better,\" he says. \"That's a very different and important metric relative to retention rates or lifetime value of a player or other things people talk about more often in the games industry. I don't even know how you place a value on helping somebody better understand the world. He's playing a whole different game altogether.\"\u003c/p>\n\u003cfigure id=\"attachment_55034\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/20191104_dull_videogame-128-2_custom-a2559173009cbcff5a21ee7c7514f58a78281b2f-e1576135007615.jpg\" alt=\"\" width=\"1920\" height=\"1498\">\u003cfigcaption class=\"wp-caption-text\">South Sudanese refugee Lual Mayen explains his video game during a visit to NPR. \u003ccite>(Catie Dull/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Games where a player takes on another person's perspective or becomes immersed in a specific environment can be beneficial in building positive interpersonal relationships, according to \u003ca href=\"https://centerhealthyminds.org/about/people/tammi-kral\">Tammi Kral\u003c/a>, a research assistant at the Center for Healthy Minds at University of Wisconsin-Madison who is not affiliated with Junub Games or Salaam. Kral says that as video game developers explore the potential for games to inspire \"prosocial\" behavior, they would do well to collaborate with psychologists and behavioral scientists who understand the impact of games on specific brain networks.\u003c/p>\n\u003cp>The video game also comes at a time when the Trump administration has \u003ca href=\"https://www.npr.org/2019/09/26/764839236/trump-administration-drastically-cuts-number-of-refugees-allowed-to-enter-the-u\">slashed the number of refugees\u003c/a> who will be permitted to resettle in the U.S. in the coming year by nearly half to 18,000 — a record low since the modern refugee program was established in 1980.\u003c/p>\n\u003cp>Building empathy for refugees is especially pressing \"under an administration that overtly expresses anti-immigrant sentiment and promulgates harmful policies against refugees and immigrants,\" says Rachel Landry, acting director of refugee resettlement and asylum policy and advocacy at the \u003ca href=\"https://www.rescue.org/\">International Rescue Committee.\u003c/a>\u003c/p>\n\u003cp>Mayen says Junub plans to premiere the newer, enhanced version of Salaam on December 12 during the livestream of the 2019 Game Awards. He says the main objective of the game remains the same: taking a character from a war-torn environment to a peaceful context that's left intentionally undefined.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's not a country. It's not a camp. It's just a place you can have peace of mind,\" he says. \"It's not about the destination. The main thing is helping people understand the journey of the refugee and to have empathy for what refugees have to go through.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kid+In+A+Refugee+Camp+Thought+Video+Games+Fell+From+Heaven.+Now+He+Makes+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Lual Mayen grew up in a camp in Uganda. Now he's the award-winning CEO of a game development company in Washington, D.C., that has just released 'Salaam' — a game about refugees and peace.","status":"publish","parent":0,"modified":1576135534,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1128},"headData":{"title":"A Video Game About Conflict Resolution Helps Develop Empathy for Refugees | KQED","description":"Lual Mayen grew up in a camp in Uganda. Now he's the award-winning CEO of a game development company in Washington, D.C., that has just released 'Salaam' — a game about refugees and peace.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55031 https://ww2.kqed.org/mindshift/?p=55031","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/11/a-video-game-about-conflict-resolution-helps-develop-empathy-for-refugees/","disqusTitle":"A Video Game About Conflict Resolution Helps Develop Empathy for Refugees","nprImageCredit":"Catie Dull","nprByline":"Emily Vaughn","nprImageAgency":"NPR","nprStoryId":"786740227","nprApiLink":"http://api.npr.org/query?id=786740227&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2019/12/11/786740227/a-kid-in-a-refugee-camp-thought-video-games-fell-from-heaven-now-he-makes-them?ft=nprml&f=786740227","nprRetrievedStory":"1","nprPubDate":"Wed, 11 Dec 2019 12:00:00 -0500","nprStoryDate":"Wed, 11 Dec 2019 12:00:48 -0500","nprLastModifiedDate":"Wed, 11 Dec 2019 12:00:48 -0500","path":"/mindshift/55031/a-video-game-about-conflict-resolution-helps-develop-empathy-for-refugees","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lual Mayen, a video game developer based in Washington, D.C., remembers the first time he saw a computer. He was just a kid at the time. It was 2007, and his family was registering for benefits at a refugee camp in Uganda, where they'd settled after fleeing civil war in South Sudan.\u003c/p>\n\u003cp>He didn't tell anyone at first, but in that moment he knew in his heart that he wanted to learn to code, he says. More than a decade later, Mayen is garnering international recognition from Facebook and the global gaming community for an innovative video game that brings players into the life of a refugee. The latest version of the game — called \"Salaam,\" which means \"peace\" in Arabic — will be released on Thursday.\u003c/p>\n\u003cp>But before that could happen, Mayen had to get his mom to take him seriously.\u003c/p>\n\u003cp>When he eventually confessed his dream to his mother, he says she laughed at him. \"She looked at me like I was crazy. 'What are you going to do with a computer? Who's gonna train you?' But because she was a mother to me, she didn't discourage me.\"\u003c/p>\n\u003cp>Mayen says his mother quietly began putting away part of her earnings from mending clothes for other refugees at the camp. After three years she saved $300 and surprised him with a laptop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mayen was astonished and grateful for the gift, but he says it also came with a downside. He worried that if he didn't take advantage of her gift, his mother would take his or his brothers' desires less seriously. Also, he wasn't sure where to begin learning to use it.\u003c/p>\n\u003cp>His first hurdle to mastering the computer was simple but significant: finding a place to charge it. He eventually found a generator in a distant part of the refugee camp and says he walked three hours each direction to get there every day.\u003c/p>\n\u003cp>Next, he needed instruction. He couldn't access the Internet, but a friend gave him coding tutorials loaded onto a flash drive. That same friend also gave him a copy of his first video game: Grand Theft Auto.\u003c/p>\n\u003cp>Mayen says he was drawn to the game, which is famously violent, but \"I felt like this is what is actually happening in my country. This is war.\" He started to wonder what if, instead of a game that encourages players to take violent actions, \"I could make the same thing happen, but for peace and conflict resolution?\"\u003c/p>\n\u003cp>That was the inspiration for the mobile phone game, Salaam, which he spent the following months creating. In the game, players take on the identity of a refugee escaping a conflict zone and have to gather resources like food and medicine while running away from violence to stay alive.\u003c/p>\n\u003cfigure id=\"attachment_55033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/game_diptych-1_custom-2142cdda5f1e85ab4862af63c1216e17e1da8b32-e1576134958974.jpg\" alt=\"\" width=\"1920\" height=\"1169\">\u003cfigcaption class=\"wp-caption-text\">Screen shots of Salaam. Players gather resources like food and medicine while running away from violence to stay alive. \u003ccite>(Salaam Game)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mayen shared the game on his Facebook page, and that's when he started attracting international attention. Most notably, more than 26 million people watched via livestream as Mayen was \u003ca href=\"https://www.facebook.com/fbgaminghome/blog/the-game-awards-2018-recognizing-this-years-global-gaming-citizens\">named a Global Gaming Citizen\u003c/a> at the 2018 Game Awards in Los Angeles, for using gaming to promote \"positivity\" and community.\u003c/p>\n\u003cp>Even within that category Mayen is a standout, says Leo Olebe. He's the global director of games partnerships at Facebook, which co-developed the Global Gaming Citizen category for the Game Awards. \"In the games business, it's really easy to fall back on orcs and goblins,\" says Olebe. \"It's really hard to take this throughline of peace and conflict resolution and carry it through everything that you do. And Lual does that. It's mind-blowing stuff.\"\u003c/p>\n\u003cp>Mayen is now focused on bringing Salaam to a larger audience by releasing an enhanced version on Facebook Instant Games, through the company he created, \u003ca href=\"https://junubgames.com/\">Junub Games\u003c/a>. His vision is to use the game to inspire empathy for refugees. And he says he's working on a charitable component so that when players make in-app purchases of extra resources in the game, a portion would go to a grassroots organization at a refugee camp. As people pay to \"stay alive\" a little longer in the game, they're supporting actual refugees' lives.\u003c/p>\n\u003cp>Olebe says so-called \"social impact games\" like Salaam are a category that has the potential to push the industry to expand its definition of success.\u003c/p>\n\u003cp>\"Lual is actually making a difference in this world by inspiring people to be better,\" he says. \"That's a very different and important metric relative to retention rates or lifetime value of a player or other things people talk about more often in the games industry. I don't even know how you place a value on helping somebody better understand the world. He's playing a whole different game altogether.\"\u003c/p>\n\u003cfigure id=\"attachment_55034\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/20191104_dull_videogame-128-2_custom-a2559173009cbcff5a21ee7c7514f58a78281b2f-e1576135007615.jpg\" alt=\"\" width=\"1920\" height=\"1498\">\u003cfigcaption class=\"wp-caption-text\">South Sudanese refugee Lual Mayen explains his video game during a visit to NPR. \u003ccite>(Catie Dull/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Games where a player takes on another person's perspective or becomes immersed in a specific environment can be beneficial in building positive interpersonal relationships, according to \u003ca href=\"https://centerhealthyminds.org/about/people/tammi-kral\">Tammi Kral\u003c/a>, a research assistant at the Center for Healthy Minds at University of Wisconsin-Madison who is not affiliated with Junub Games or Salaam. Kral says that as video game developers explore the potential for games to inspire \"prosocial\" behavior, they would do well to collaborate with psychologists and behavioral scientists who understand the impact of games on specific brain networks.\u003c/p>\n\u003cp>The video game also comes at a time when the Trump administration has \u003ca href=\"https://www.npr.org/2019/09/26/764839236/trump-administration-drastically-cuts-number-of-refugees-allowed-to-enter-the-u\">slashed the number of refugees\u003c/a> who will be permitted to resettle in the U.S. in the coming year by nearly half to 18,000 — a record low since the modern refugee program was established in 1980.\u003c/p>\n\u003cp>Building empathy for refugees is especially pressing \"under an administration that overtly expresses anti-immigrant sentiment and promulgates harmful policies against refugees and immigrants,\" says Rachel Landry, acting director of refugee resettlement and asylum policy and advocacy at the \u003ca href=\"https://www.rescue.org/\">International Rescue Committee.\u003c/a>\u003c/p>\n\u003cp>Mayen says Junub plans to premiere the newer, enhanced version of Salaam on December 12 during the livestream of the 2019 Game Awards. He says the main objective of the game remains the same: taking a character from a war-torn environment to a peaceful context that's left intentionally undefined.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not a country. It's not a camp. It's just a place you can have peace of mind,\" he says. \"It's not about the destination. The main thing is helping people understand the journey of the refugee and to have empathy for what refugees have to go through.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kid+In+A+Refugee+Camp+Thought+Video+Games+Fell+From+Heaven.+Now+He+Makes+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55031/a-video-game-about-conflict-resolution-helps-develop-empathy-for-refugees","authors":["byline_mindshift_55031"],"categories":["mindshift_192"],"tags":["mindshift_20699","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_282","mindshift_548","mindshift_20655","mindshift_943"],"featImg":"mindshift_55032","label":"mindshift"},"mindshift_46598":{"type":"posts","id":"mindshift_46598","meta":{"index":"posts_1591205157","site":"mindshift","id":"46598","score":null,"sort":[1475753889000]},"guestAuthors":[],"slug":"from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","title":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding","publishDate":1475753889,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\n\u003cp>https://vimeo.com/65583694\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Z_tp1MPRmT0\u003c/p>\n\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7XDcSXVUGsE\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=o3geZ_0r_3Q\u003c/p>\n\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3U5OYQ6ehm0\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=QuxMsQJIyPQ\u003c/p>\n\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Finding the right app or website can help kids of all skill levels discover the fun of coding, whether it's drag-and-drop commands or writing lines of code.","status":"publish","parent":0,"modified":1475753889,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1014},"headData":{"title":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding | KQED","description":"Finding the right app or website can help kids of all skill levels discover the fun of coding, whether it's drag-and-drop commands or writing lines of code.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46598 http://ww2.kqed.org/mindshift/?p=46598","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/","disqusTitle":"From Dabbling to Doing: 6 Tools That Excite Kids About Coding","path":"/mindshift/46598/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"65583694"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Z_tp1MPRmT0'\n title='//www.youtube.com/embed/Z_tp1MPRmT0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7XDcSXVUGsE'\n title='//www.youtube.com/embed/7XDcSXVUGsE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o3geZ_0r_3Q'\n title='//www.youtube.com/embed/o3geZ_0r_3Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3U5OYQ6ehm0'\n title='//www.youtube.com/embed/3U5OYQ6ehm0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/QuxMsQJIyPQ'\n title='//www.youtube.com/embed/QuxMsQJIyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46598/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_20525","mindshift_281","mindshift_557","mindshift_20784","mindshift_1040","mindshift_282","mindshift_20655"],"featImg":"mindshift_46634","label":"mindshift"},"mindshift_39286":{"type":"posts","id":"mindshift_39286","meta":{"index":"posts_1591205157","site":"mindshift","id":"39286","score":null,"sort":[1423493802000]},"guestAuthors":[],"slug":"the-benefits-of-paper-prototypes-in-games-and-learning","title":"The Benefits of Paper Prototypes in Games and Learning","publishDate":1423493802,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39292\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/christopher-rodriguez-3/\" rel=\"attachment wp-att-39292\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Christopher-Rodriguez2.gif\" alt=\"Flickr/Christopher Rodriguez\" width=\"640\" height=\"960\" class=\"size-full wp-image-39292\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/32607104@N08/6591972143\">Flickr/Christopher Rodriguez\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>,” by Matthew Farber. This excerpt is from the chapter entitled “Iterative Design.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Paper Prototyping\u003c/strong>\u003c/p>\n\u003cp>Tracy Fullerton, director of the University of Southern California’s Game Innovation Lab, wrote the textbook Game Design Workshop, now in its 3rd edition. Paper prototyping and iterative design is something that The Game Innovation Lab has done for over a decade. Many academic institutions use the methodology to create innovative games. In March 2014 I asked Fullerton how teachers could apply techniques such as paper prototyping and iterative design in the classroom. She pointed out how similar the process was to constructivism, or learning from doing. She said, “It’s a version of constructivist education, more focused on systems thinking than just making.”\u003c/p>\n\u003cp>Digital games are sometimes paper prototyped as collectible trading card games. Pokémon, Magic: The Gathering, and Yu-Gi-Oh! are examples of this. In 2013 Barry Joseph, at the Museum of Natural History in New York City, co-designed dinosaur trading cards with Nick Fortugno. The deck is called Pterosaurs: The Card Game. There is also a category of trading card game apps on iTunes. One example of a digital card game is Calculords, which features several decks to collect. The strategy game depends on the player’s arithmetic skills.\u003c/p>\n\u003cp>GlassLab’s Erin Hoffman explained the design process in creating its first tablet game, Mars Generation One: Argubot Academy (2014). We initially spoke about the app in January 2014. It went from trading cards to interactive fiction (covered later in this chapter) to digital. The mechanics of play were worked out first using paper before any money was spent on graphical renderings. The mechanic of argumentation was modeled on Pokémon card duels. “For the argument game [Mars Generation One], we did a paper prototype,” she explained. “We got cards, played Pokémon to get the feel for what would work, the phases of battle. We paper prototyped the map exploration.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"9texwCxnBNhQROBW6atg5hSD66H3KT8W\"]\u003c/p>\n\u003cp>Because paper-based games seem readily easy to make and modify, I wanted to learn more about the process. In August 2013 I had the opportunity to playtest a nondigital game called Socratic Smackdown. It is an “energetic discussion-based humanities game” called Socratic Smackdown (Institute of Play, 2014). Teams of four or six students engage in a gamified Socratic discussion. Textual evidence must be made to support claims. The game builds argumentative thinking skills—a Common Core State Standard for English language arts. Mission Lab at the Quest to Learn school designed the game in collaboration with teacher Rebecca Grodner. She even used it for her school’s “boss level” (end of trimester challenge) as a method for discussing dystopian novels in small reading groups. The rules were changed, with limits restricting what students could do or say. The remix was dubbed Socratic Crackdown, and hosted by Grodner dressed as the Hunger Games’s Effie Trinket. I was curious about how Mission Lab designed game-like learning experiences. Katie Salen, founder of the Institute of Play and Quest to Learn, explained the process to me. She said:\u003c/p>\n\u003cblockquote>\u003cp>It starts with the learning outcomes, the kinds of actions of “doing.” If you see a kid doing something, you say, “Ah! They get this. They understand this concept.” Start there. Ask what are the types of situations or actions I could get a kid to do that? Ask what would provide a practice space for ways of doing, ways of thinking. Socratic Smackdown came out of that early vision. When we see kids making arguments and debating, we ask what situations can they be put in to arrive at that? That’s how you make games and map out the experiences.\u003c/p>\u003c/blockquote>\n\u003cp>I spoke at length with Mission Lab’s Shula Ehrlich, co-designer of Socratic Smackdown. We spoke in January 2014. Ehrlich first heard about Quest to Learn and Institute of Play while taking classes at Parsons the New School for Design in New York City (Katie Salen taught at Parsons prior to her current position at DePaul University in Chicago). She saw the power of games in engaging students and she wanted to be part of that initiative. After 4 years at the Institute, she became a lead designer. A lot of what she designs is close to project-based learning; some of the designs are more game-like than others.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/gamify-your-classroom/\" rel=\"attachment wp-att-39287\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Gamify-Your-Classroom-300x461.png\" alt=\"Gamify Your Classroom\" width=\"300\" height=\"461\" class=\"alignleft size-medium wp-image-39287\">\u003c/a>Quest to Learn uses about 95% paper-based games, although they are moving more towards digital. They do have a MinecraftEdu server, and teach digital game design and systems thinking with Gamestar Mechanic. Mission Lab is the Institute of Play’s design studio situated within its Quest to Learn school. The team is comprised of game and learning designers. They give full- time support to the game-like curriculum. Mission Lab works collaboratively with teachers; each teacher is paired with one learning designer and one game designer. They meet once or twice a week to develop a curriculum and to develop games to be used in the classroom. Most of the original games are nondigital, and often involve cards, dice and/or game boards. Ehrlich told me that they “really like paper-based because teachers and students can modify the games; digital is a black box to most people.” Teachers with little to no background knowledge of game design can modify or adapt a nondigital game more easily than a video game. Paper-based games have a low barrier to use, allowing for iteration from year to year. Mission Lab games offer students different possible scenarios. Ehrlich described the process:\u003c/p>\n\u003cblockquote>\u003cp>We call it exploding the game. Stretching out the capacity of the game as a teaching tool. I think it’s more powerful than playing a game once. The important thing is what surrounds a game. It’s not one discrete thing you play and that’s it. A game is situated in a larger learning trajectory. There are lessons before, related activities, and a period of rolling out pieces of the game.\u003c/p>\u003c/blockquote>\n\u003cp>Ehrlich gave me an example of “exploding a game.” She described the 7th-grade math game Absolute Blast. It is a card game about rockets that teaches the concept of absolute value. In the game, every player has three rockets and needs the highest absolute value to shoot into space. It teaches adding, subtracting, multiplying, and dividing integers, as well as negative and positive numbers. Ehrlich explained:\u003c/p>\n\u003cblockquote>\u003cp>To explode it, the teacher rolls out a simplified version: just one rocket instead of three. You only play the cards on your own board, not others. This gets students acclimated to the rules, the basic structure of the gameplay, and math concepts. Then there is more teaching and related activities, and then back to the game, which becomes more complicated. After that the kids reflect until, finally, the full version.\u003c/p>\u003c/blockquote>\n\u003cp>Once a game is exploded, Quest teachers—like other educators—assess student learning. The teacher gives the class a piece of paper with a picture of a frozen game state and asks, “What would you do in this scenario? What would each player do in this scenario? Explain your reasoning.” Here the teacher is asking the student to reflect on game strategy as well as underlying skills. Both are higher-order challenges; the game-related question puts the learning in an authentic context. Ehrlich summed it up concisely: “We think of exploding the game as before gameplay, during gameplay, and after gameplay.”\u003c/p>\n\u003cp>After researching paper prototyping, I was inspired to create a student center. After all, student-created games meet many Common Core State Standards—plus, it is a fun activity! I purchased inexpensive plastic drawers and filled them with different game artifacts. The station currently contains several inexpensive items:\u003c/p>\n\u003cp>• Dry erase spinners \u003cbr>\n• Dry erase whiteboards\u003cbr>\n• Plastic poker chips (for game tokens—not gambling)\u003cbr>\n• Novelty eraser caps (useful as game pieces)\u003cbr>\n• Different sizes of blank index cards\u003cbr>\n• Color folders, to be used as game boards\u003cbr>\n• Hourglasses\u003cbr>\n• Toy money\u003cbr>\n• Rulers\u003cbr>\n• Several sets of dice—and not just 6-sided\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://matthewfarber.com/\">Matthew Farber\u003c/a> teaches social studies at Valleyview Middle School, in Denville, New Jersey, and is currently a Doctoral Candidate in Educational Technology Leadership at New Jersey City University. His book, \u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>, is available from Peter Lang Publishing. You can follow him on Twitter \u003ca href=\"https://twitter.com/matthewfarber\">@MatthewFarber\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most games, including digital ones, start with a paper prototype. Students and educators can learn from the process of planning, drawing and creating a game on paper. ","status":"publish","parent":0,"modified":1423495607,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1469},"headData":{"title":"The Benefits of Paper Prototypes in Games and Learning | KQED","description":"Most games, including digital ones, start with a paper prototype. Students and educators can learn from the process of planning, drawing and creating a game on paper. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39286 http://blogs.kqed.org/mindshift/?p=39286","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/09/the-benefits-of-paper-prototypes-in-games-and-learning/","disqusTitle":"The Benefits of Paper Prototypes in Games and Learning","path":"/mindshift/39286/the-benefits-of-paper-prototypes-in-games-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39292\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/christopher-rodriguez-3/\" rel=\"attachment wp-att-39292\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Christopher-Rodriguez2.gif\" alt=\"Flickr/Christopher Rodriguez\" width=\"640\" height=\"960\" class=\"size-full wp-image-39292\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/32607104@N08/6591972143\">Flickr/Christopher Rodriguez\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>,” by Matthew Farber. This excerpt is from the chapter entitled “Iterative Design.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Paper Prototyping\u003c/strong>\u003c/p>\n\u003cp>Tracy Fullerton, director of the University of Southern California’s Game Innovation Lab, wrote the textbook Game Design Workshop, now in its 3rd edition. Paper prototyping and iterative design is something that The Game Innovation Lab has done for over a decade. Many academic institutions use the methodology to create innovative games. In March 2014 I asked Fullerton how teachers could apply techniques such as paper prototyping and iterative design in the classroom. She pointed out how similar the process was to constructivism, or learning from doing. She said, “It’s a version of constructivist education, more focused on systems thinking than just making.”\u003c/p>\n\u003cp>Digital games are sometimes paper prototyped as collectible trading card games. Pokémon, Magic: The Gathering, and Yu-Gi-Oh! are examples of this. In 2013 Barry Joseph, at the Museum of Natural History in New York City, co-designed dinosaur trading cards with Nick Fortugno. The deck is called Pterosaurs: The Card Game. There is also a category of trading card game apps on iTunes. One example of a digital card game is Calculords, which features several decks to collect. The strategy game depends on the player’s arithmetic skills.\u003c/p>\n\u003cp>GlassLab’s Erin Hoffman explained the design process in creating its first tablet game, Mars Generation One: Argubot Academy (2014). We initially spoke about the app in January 2014. It went from trading cards to interactive fiction (covered later in this chapter) to digital. The mechanics of play were worked out first using paper before any money was spent on graphical renderings. The mechanic of argumentation was modeled on Pokémon card duels. “For the argument game [Mars Generation One], we did a paper prototype,” she explained. “We got cards, played Pokémon to get the feel for what would work, the phases of battle. We paper prototyped the map exploration.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Because paper-based games seem readily easy to make and modify, I wanted to learn more about the process. In August 2013 I had the opportunity to playtest a nondigital game called Socratic Smackdown. It is an “energetic discussion-based humanities game” called Socratic Smackdown (Institute of Play, 2014). Teams of four or six students engage in a gamified Socratic discussion. Textual evidence must be made to support claims. The game builds argumentative thinking skills—a Common Core State Standard for English language arts. Mission Lab at the Quest to Learn school designed the game in collaboration with teacher Rebecca Grodner. She even used it for her school’s “boss level” (end of trimester challenge) as a method for discussing dystopian novels in small reading groups. The rules were changed, with limits restricting what students could do or say. The remix was dubbed Socratic Crackdown, and hosted by Grodner dressed as the Hunger Games’s Effie Trinket. I was curious about how Mission Lab designed game-like learning experiences. Katie Salen, founder of the Institute of Play and Quest to Learn, explained the process to me. She said:\u003c/p>\n\u003cblockquote>\u003cp>It starts with the learning outcomes, the kinds of actions of “doing.” If you see a kid doing something, you say, “Ah! They get this. They understand this concept.” Start there. Ask what are the types of situations or actions I could get a kid to do that? Ask what would provide a practice space for ways of doing, ways of thinking. Socratic Smackdown came out of that early vision. When we see kids making arguments and debating, we ask what situations can they be put in to arrive at that? That’s how you make games and map out the experiences.\u003c/p>\u003c/blockquote>\n\u003cp>I spoke at length with Mission Lab’s Shula Ehrlich, co-designer of Socratic Smackdown. We spoke in January 2014. Ehrlich first heard about Quest to Learn and Institute of Play while taking classes at Parsons the New School for Design in New York City (Katie Salen taught at Parsons prior to her current position at DePaul University in Chicago). She saw the power of games in engaging students and she wanted to be part of that initiative. After 4 years at the Institute, she became a lead designer. A lot of what she designs is close to project-based learning; some of the designs are more game-like than others.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/gamify-your-classroom/\" rel=\"attachment wp-att-39287\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Gamify-Your-Classroom-300x461.png\" alt=\"Gamify Your Classroom\" width=\"300\" height=\"461\" class=\"alignleft size-medium wp-image-39287\">\u003c/a>Quest to Learn uses about 95% paper-based games, although they are moving more towards digital. They do have a MinecraftEdu server, and teach digital game design and systems thinking with Gamestar Mechanic. Mission Lab is the Institute of Play’s design studio situated within its Quest to Learn school. The team is comprised of game and learning designers. They give full- time support to the game-like curriculum. Mission Lab works collaboratively with teachers; each teacher is paired with one learning designer and one game designer. They meet once or twice a week to develop a curriculum and to develop games to be used in the classroom. Most of the original games are nondigital, and often involve cards, dice and/or game boards. Ehrlich told me that they “really like paper-based because teachers and students can modify the games; digital is a black box to most people.” Teachers with little to no background knowledge of game design can modify or adapt a nondigital game more easily than a video game. Paper-based games have a low barrier to use, allowing for iteration from year to year. Mission Lab games offer students different possible scenarios. Ehrlich described the process:\u003c/p>\n\u003cblockquote>\u003cp>We call it exploding the game. Stretching out the capacity of the game as a teaching tool. I think it’s more powerful than playing a game once. The important thing is what surrounds a game. It’s not one discrete thing you play and that’s it. A game is situated in a larger learning trajectory. There are lessons before, related activities, and a period of rolling out pieces of the game.\u003c/p>\u003c/blockquote>\n\u003cp>Ehrlich gave me an example of “exploding a game.” She described the 7th-grade math game Absolute Blast. It is a card game about rockets that teaches the concept of absolute value. In the game, every player has three rockets and needs the highest absolute value to shoot into space. It teaches adding, subtracting, multiplying, and dividing integers, as well as negative and positive numbers. Ehrlich explained:\u003c/p>\n\u003cblockquote>\u003cp>To explode it, the teacher rolls out a simplified version: just one rocket instead of three. You only play the cards on your own board, not others. This gets students acclimated to the rules, the basic structure of the gameplay, and math concepts. Then there is more teaching and related activities, and then back to the game, which becomes more complicated. After that the kids reflect until, finally, the full version.\u003c/p>\u003c/blockquote>\n\u003cp>Once a game is exploded, Quest teachers—like other educators—assess student learning. The teacher gives the class a piece of paper with a picture of a frozen game state and asks, “What would you do in this scenario? What would each player do in this scenario? Explain your reasoning.” Here the teacher is asking the student to reflect on game strategy as well as underlying skills. Both are higher-order challenges; the game-related question puts the learning in an authentic context. Ehrlich summed it up concisely: “We think of exploding the game as before gameplay, during gameplay, and after gameplay.”\u003c/p>\n\u003cp>After researching paper prototyping, I was inspired to create a student center. After all, student-created games meet many Common Core State Standards—plus, it is a fun activity! I purchased inexpensive plastic drawers and filled them with different game artifacts. The station currently contains several inexpensive items:\u003c/p>\n\u003cp>• Dry erase spinners \u003cbr>\n• Dry erase whiteboards\u003cbr>\n• Plastic poker chips (for game tokens—not gambling)\u003cbr>\n• Novelty eraser caps (useful as game pieces)\u003cbr>\n• Different sizes of blank index cards\u003cbr>\n• Color folders, to be used as game boards\u003cbr>\n• Hourglasses\u003cbr>\n• Toy money\u003cbr>\n• Rulers\u003cbr>\n• Several sets of dice—and not just 6-sided\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://matthewfarber.com/\">Matthew Farber\u003c/a> teaches social studies at Valleyview Middle School, in Denville, New Jersey, and is currently a Doctoral Candidate in Educational Technology Leadership at New Jersey City University. His book, \u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>, is available from Peter Lang Publishing. You can follow him on Twitter \u003ca href=\"https://twitter.com/matthewfarber\">@MatthewFarber\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39286/the-benefits-of-paper-prototypes-in-games-and-learning","authors":["4354"],"categories":["mindshift_20579","mindshift_20523"],"tags":["mindshift_20809","mindshift_20784","mindshift_1040","mindshift_282","mindshift_548"],"featImg":"mindshift_39290","label":"mindshift"},"mindshift_23220":{"type":"posts","id":"mindshift_23220","meta":{"index":"posts_1591205157","site":"mindshift","id":"23220","score":null,"sort":[1345557620000]},"guestAuthors":[],"slug":"whats-the-difference-between-games-and-gamification","title":"What's the Difference Between Games and Gamification?","publishDate":1345557620,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1345241820,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1276},"headData":{"title":"What's the Difference Between Games and Gamification? | KQED","description":"Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.” Game interest is definitely on the upswing in K-12 and higher","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"23220 http://blogs.kqed.org/mindshift/?p=23220","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/21/whats-the-difference-between-games-and-gamification/","disqusTitle":"What's the Difference Between Games and Gamification?","path":"/mindshift/23220/whats-the-difference-between-games-and-gamification","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23220/whats-the-difference-between-games-and-gamification","authors":["4375"],"categories":["mindshift_195"],"tags":["mindshift_282","mindshift_548","mindshift_20902"],"featImg":"mindshift_23437","label":"mindshift"},"mindshift_6826":{"type":"posts","id":"mindshift_6826","meta":{"index":"posts_1591205157","site":"mindshift","id":"6826","score":null,"sort":[1296250232000]},"guestAuthors":[],"slug":"can-creating-computer-games-develop-reading-and-writing-skills","title":"Can Creating Computer Games Develop Reading and Writing Skills?","publishDate":1296250232,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/microsoftsweden/4289842175/\">\u003cimg class=\"size-medium wp-image-6887\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/4289842175_5bf4fc6cf9-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>What should we teach kids about computers in 2011? Most already know how to use them.\u003c/p>\n\u003cp>\"The most interesting thing we can teach kids about computers is how to program them,\" says Matthew MacLaurin, UX Director of \u003ca href=\"http://fuse.microsoft.com\" target=\"_blank\">Microsoft FUSE Labs\u003c/a> and one of the originators of \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu\u003c/a>, a free, downloadable software that gets kids and teachers across the globe designing their own computer games. (Well, almost free: the XBox version costs four dollars.)\u003c/p>\n\u003cp>But Kodu is not just about 0's and 1's and dense blocks of HTML. It's made of icons and simple, navigable menus, all with the aim of making learning fun and creative. \"We put a lot of work into the icons so that kids who can't read can always remember the images,\" says MacLaurin.\u003c/p>\n\u003cp>The good news for teachers is that Kodu can be matched to academic standards. Educators who use it are continually developing resources and classroom applications for it. \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, for instance, is a one-stop Kodu shop developed by teachers in Victoria, Australia.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. We need long-term, double-blind studies. \u003cstrong>How do we get beyond the hero teachers who in many cases are using their own money to buy game controllers?\u003c/strong> That's something we're going to keep chipping away at. We're pretty optimistic, actually. We're getting more downloads and requests each week. Teachers in K-12 are desperate for activities that are relevant to kids, and game design is a deep enterprise.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296245838,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":947},"headData":{"title":"Can Creating Computer Games Develop Reading and Writing Skills? | KQED","description":"By Sara Bernard What should we teach kids about computers in 2011? Most already know how to use them. "The most interesting thing we can teach kids about computers is how to program them," says Matthew MacLaurin, UX Director of Microsoft FUSE Labs and one of the originators of Kodu, a free, downloadable software that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"6826 http://blogs.kqed.org/mindshift/?p=6826","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/28/can-creating-computer-games-develop-reading-and-writing-skills/","disqusTitle":"Can Creating Computer Games Develop Reading and Writing Skills?","path":"/mindshift/6826/can-creating-computer-games-develop-reading-and-writing-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/microsoftsweden/4289842175/\">\u003cimg class=\"size-medium wp-image-6887\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/4289842175_5bf4fc6cf9-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>What should we teach kids about computers in 2011? Most already know how to use them.\u003c/p>\n\u003cp>\"The most interesting thing we can teach kids about computers is how to program them,\" says Matthew MacLaurin, UX Director of \u003ca href=\"http://fuse.microsoft.com\" target=\"_blank\">Microsoft FUSE Labs\u003c/a> and one of the originators of \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu\u003c/a>, a free, downloadable software that gets kids and teachers across the globe designing their own computer games. (Well, almost free: the XBox version costs four dollars.)\u003c/p>\n\u003cp>But Kodu is not just about 0's and 1's and dense blocks of HTML. It's made of icons and simple, navigable menus, all with the aim of making learning fun and creative. \"We put a lot of work into the icons so that kids who can't read can always remember the images,\" says MacLaurin.\u003c/p>\n\u003cp>The good news for teachers is that Kodu can be matched to academic standards. Educators who use it are continually developing resources and classroom applications for it. \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, for instance, is a one-stop Kodu shop developed by teachers in Victoria, Australia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. We need long-term, double-blind studies. \u003cstrong>How do we get beyond the hero teachers who in many cases are using their own money to buy game controllers?\u003c/strong> That's something we're going to keep chipping away at. We're pretty optimistic, actually. We're getting more downloads and requests each week. Teachers in K-12 are desperate for activities that are relevant to kids, and game design is a deep enterprise.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6826/can-creating-computer-games-develop-reading-and-writing-skills","authors":["4351"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_281","mindshift_282","mindshift_280","mindshift_285","mindshift_149","mindshift_114"],"featImg":"mindshift_6887","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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