Meranda Roy and Keri Phillips Christensen

Assignment 4: Constructionist Gaming

1. Title: Vocabulary
2. Context: High School English classes or any classes with specific vocabulary to teach
3. Target Learners: high school students
4. Subjects/Topics Covered: Greek roots, literary terms, vocabulary
5. Duration: a 3-week unit
6. Game Design Task: Students will design a vocabulary game. The end goal is that

students should be able to play their game, as well as classmates’ games, to practice and

learn their vocabulary for class. Students will use Greek roots, a provided list of literary

terms, and a grade specific vocabulary list to create their games. Students will work with

one partner to draft their game idea, learn how to use Kodu, and then create the game.

The minimum components for the task are that every game must include a narrative,

directions with goals/objectives, a set of rules, and a way to win.

7. The Main Purpose of the Game Design Task: teaching problem solving skills, fostering

creativity, learning new vocabulary, learning collaboration, taking ownership for their

learning
8. Software Section and Justification:

Game Development Kodu

Software
Link https://www.kodugamelab.com/
Description Kodu uses “simple visual programming language” to design

games on the PC or Xbox. The company started in 2009. It

provides a platform for kids and adults alike for designing

games.
Justification We chose Kodu for two primary reasons: cost and aesthetics.

Kodu is free to download on the PC. Free access is significant

for teachers because without it, teachers cannot afford to pay

for access for all their students. Second, aesthetically, Kodu’s

 graphics are closer to the quality of graphics in current

commercial games. This is important for student buy in. Using

a gaming program that hasn’t investing in graphics is missing a

huge component for player motivation.

9. Individual vs. Collaborative Game Design: Collaborative work. Students will want to

work with a partner for feedback, testing, and creativity. Plus, game design is so new for

many students, that working with a partner will help build confidence in problem solving,

as well as perseverance in dealing with such detailed work.

10. Procedures:

Week 1: 3 hours

Monday, 1 hour:

 Students will pair up and relocated desks side by side.

 5 min: Pairs will brainstorm what components are needed to make a game. They

will also consider what makes a game fun.

 5 min: As a class, the group will narrow down the necessary requirements for a

game to include the components for the assignment, as well as any other

components the students agree on.

 10 min: Students will then be given the lists of vocabulary, a game design

document, and basic instructions for using Kodu. Students will have about 5-10

minutes to download Kodu, preview the program, and watch some tutorial videos

to gain an understanding of what they will have to use to design their game.
 25min: Students will draft their game design using the game design document.
 15 min: Students will share their ideas with the class. Classmates will ask

questions and offer feedback on the initial ideas.

Wednesday, 1 hour:
  10 min: Students will pair up and review their designs.
 15 min: Students will then write out a set of directions for themselves of all the

tasks they need to complete the assignment.

 35 min: Students will begin working in Kodu watching tutorials, testing/playing

other available games, and testing how Kodu works.

Friday, 1 hour:

 60 min: Students will pair up, review their directions, and work on creating their

game.

Week 2, 3 hours:

Tuesday, 1.5 hours:

 20 min: Students will pair up, find another pair to collaborate with, and sit

together. The group will share with each other their ideas, their game creation so

far, and any questions they might have.

 50 min: Students will return to their pairs and continue working on their game

creation, revising as needed.

 20: Class discussion/reflection of the process so far. This is the time to share out

with the class what pairs on working on, what challenges they are facing, and ask

any questions for the group. This is also the time to remind students of the

required components for the game.

Week 3, 3 hours:

Monday, 1 hour:

 60 min: Students will have the full time to complete their games for sharing

during the next class period.

 Wednesday, 1 hour:

 60 min: Students will take turns sharing their game link with the class for playing.

After each game, feedback will be shared as a class.

Friday, 1 hour:

 40 min: Students will continue to take turns sharing their games for play and

feedback. Ideally, all games will be played with feedback included.

 20 min: Students will respond to a reflection survey over the process of creating

the game and what they learned.

11. Research Questions: If we used this lesson as a research study, we would be interested

in what students feel they learned through game design compared to the intended goals of

the lesson. Also, it might be interesting to see how designing and then playing the game

impacted their learning (acquisition of vocabulary words) versus traditional forms of

teaching vocabulary.
12. Research Design: We would implement a mix-method design. For the quantitative

portion, we would provide a survey about their learning experience. For the qualitative

portion, we would conduct interviews to capture student reflections on the overall

process. For the second question, we would use vocabulary pre-tests and post-tests to

capture quantitative data. The tests would be definitions and words. We would have a

control group who uses traditional methods for vocabulary practice and a second group

who use the game design lesson. We would follow the pre and post-tests with interviews

focusing on how students perceive their own learning of vocabulary.