Dawn B. Prescott, M.Ed.

Remember the Tamagotchi virtual pet craze? How many of them ended up in the teacher's desk drawer? Games and simulations are not new to education, but in a multimedia-infused world, educators can take advantage of the ability of games to draw students into learning like never before. The important questions are, “When and where are they appropriate? What standards are being measured? How are standards measured? How much time is required?” Most importantly, games and simulations in the classroom need to be considered educational technology. When integrated using appropriate educational design, games can effectively teach curricular topics while engaging today's students.

Three games/simulations were highlighted at this session.

-Palmagotchi

This Palm software for education in the test phase of development at MIT is inspired by Tamagotchi virtual pets. Technology use and social interaction are key. Using a PDA over a wireless network for several days, students are charged with keeping birds alive by taking care of them. Students decide which traits their birds will possess, discerning those traits that will aid in the birds' survival. Game play allows students to choose adaptations (more feathers, flying speed, beak type) to enhance survival.

Based on student pretest and posttests, common misconceptions about adaptations in nature were eliminated. Preliminary test groups report students as “engaged, attached, even addicted” to the game. Students reported feeling responsible for their birds (“I need to forage!”) and said it “didn't feel like schoolwork”. For more information, contact Judy Perry at jperry@mit.edu .

-simMentoring and simSchool

SimSchool, a classroom simulation for teacher preparation, has been in use fin higher education for several years. The model blends various student characteristics in a classroom setting, using learning tasks and teacher talk. The object of the simulation is that all students learn.

Used as a practice arena for preservice teachers, simSchool consists of observable variables (based on a myriad of student profiles), hidden variables (how the student reacts), independent variables (how the teacher chooses to respond), and dependent variables (student outcomes). The end of the “game” results in feedback on task completion and performance in time.

Preservice teachers can apply a variety of student learning theories in a simulated classroom environment to observe the results. It is likely, as in the real world, that some users develop biases towards their simStudents, resulting in springboards for authentic discussion.
For more information, contact Rhonda Christensen (rhonda.christensen@gmail.com ) or David Gibson ( David.Gibson@uvm.edu )

-Chalk House
Chalk House is currently in development at the University of North Texas. Designed as a literacy module for eighth grade reading and writing, Chalk House uses a mystery/ghost story narrative where students start out as fledgling reporters. Investigating the disappearance of two students, the game consists of writing and reading tasks to solve puzzles.

Chalk House is aimed at providing evaluation and assessments within a game task and narratives in a natural way, relying on characters in the story to glean information by asking questions.
For more information, contact Scott Warren.