CellCraft: A game critique

About the Game:

Background Information:

CellCraft was created by the Carolina Company, which designs activities, games, and other resources for teachers of STEM content (science, technology, engineering, and math).   Their company goal is to "provide educators the finest products and services that help students of all ages learn and understand science and math" (from http://www.carolina.com/our-company/about-us).

Intro Page

CellCraft can be accessed here:

http://www.carolina.com/teacher-resources/Interactive/online-game-cell-structure-cellcraft-biology/tr11062.tr

Game Features:

CellCraft is designed to help students construct deeper meaning of the functions of cellular organelles by giving students control over cellular processes to keep the cell alive.  It incorporates declarative knowledge of the functions of organelles from both plant and animal cells.  

To begin the game, two scientists attempt to create a new, living cell.  The scientists choose what organelles and functions the cell might need for survival, and the player learns how to control each function as it is introduced, such as using a pseudopod to move the cell to find resources.

Help the cell move to collect glucose from its environment.

Many functions relate to keeping the cell healthy and helping it to fight off viral attacks.  

Build lysosomes and defensins to help fight off a viral attack.

Some viruses attack the nucleus -
the player must be ready to make repairs to it or the cell wall.

After realizing success, the scientists are called upon to use their new organism for an important interstellar mission, and there are many unusual challenges for our new cell as it has to fight for survival.

Stages to complete the mission.

The challenges and scenarios the cell has to survive are not easy.  Players may have to try multiple times, carefully considering strategies concerning where to spend the cell's valuable resources for "food" (glucose & ATP) and defense. 

Virus defeated cell.

Representation:

Players navigate the game with a mouse.  Options are also given for those who prefer AWSD controls.  Only click-and-drag function necessary is for cell movement with pseudopod.  The rest is point and click.  Functions are represented pictorially, with functions appearing with mouse hovers.  The "help" button reviews information, directions, and the current challenge(s) for current level only.  No review of past information or directions is available.

The game simulates cell growth, development, and functions for students to "see" and "experience" cellular functions in a fast-paced, engaging context with colorful graphics.  The simulation is easier to view cellular processes and brings students into the "real-life" of a cell.  It is also set at a faster pace than what actual cellular functions take place.  Completion of the game can be done in just an hour or two.  The website can remember where students leave play and return at a later time from a particular web browser on the same computer, though I do not know if it can remember multiple users with different log-ins on the same computer.  Flash required. 

Analysis: CellCraft and English Language Learners

Teaching & Learning Objectives:

This online game aligns with Indiana's State content standards for a high school Biology I course:

Standard #2:  Cellular Structure

Describe features that are common to all cells and contrast those with distinctive features that allow cells to carry out specific functions.

Specific content learning objectives include being able to describe (a) the function(s) of each organelle, (b) how each is important to the survival of the cell, and (c) how the cell uses energy to perform essential functions.  Other objectives include critical thinking about prioritization of resources within the cell for survival.  

Learner's styles:

Because of the game's topic of cellular function, students would likely be in a high school biology course, but it is possible to use the game in a course introducing cellular functions, perhaps in middle school.  

Learners who will gain the most from this game are Converging (AC - Abstract Conceptualization & AE - Active Experimentation) or Accommodating (CE - Concrete Experience & AE).  Converging learners are "doers and thinkers" who enjoy active problem-solving and and technical tasks; this group would likely be the ones who would enjoy the game's challenges the most and gain the most benefit from this gaming experience.  Accommodating learners are "doers and feelers" who enjoy hands-on learning activities and often use their "gut feelings" when working with new problems; they might find some aspects of the game frustrating, such as when they cannot figure out what roles the organelles do from just "winging it".  This might be especially frustrating if this causes them to have membrane failure and have to start a level over.  

ELLs can belong to any learning style.  However, younger students and students new to the U.S. and the English language tend to be more concrete learners.  According to Kolb, students who rely on more concrete environments for learning can be either Accommodating (CE/AE) or Diverging (CE/RO - Reflective Observation).  As discussed above, the "feeling" portion of Accomodating learners could create difficulties with this game.  Diverging learners ("watchers and feelers") will benefit from the realistic qualities of the game play as they also prefer concrete experiences.  They may describe a preference to watch someone else play the game, but they should be encouraged to try it on their own after they watch someone else play a few levels.  

ELL students who have more proficiency with academic language skills tend to rely less heavily on Concrete Experience modes of learning.  

All ELLs will need redirection to notes, any glossary or advance organizer created in class by the students in order to help them remember all of the complex information, vocabulary, and roles of each cellular organelle.  Providing these reference materials will assist ELLs in their ability and confidence to be successful as they use this game to enrich their understanding of cells.

An explanation on Kolb's Learning styles can be found on BusinessBalls.com.

Game Components:

Based on my definition of a game, I feel that CellCraft is strong in the areas of:

• organized rules for sense-making of environment 
• rules for how to control cellular functions for survival are very clear
• may be a fault that there is no place to review previously learned functions
• exists outside of ordinary life 
• enough fantasy/fictional elements exist to make the game unlike real life while still relying upon and teaching relevant scientific concepts
• conflict 
• definite, clear problem for the players to overcome
• fun/entertainment 
• very engaging graphics and scenario
• challenging goal 
• limited resources available during play 
• difficult situations at each level
• uncertainty in outcome 
• high motivation to succeed at each level to see where the story will progress
• challenging situations make it hard to know if your cell is prepared well for upcoming challenges

Areas I feel CellCraft is week include:

• interaction with others 
• players are at a much different "level" from the scientists and other characters in the game
• not a lot of interaction or social aspects with others within or connected to the game

This weakness could be accommodated within the classroom by encouraging discussion among the class or peer groups concerning the gaming experience and asking question concerning metacognitive processes and decision-making strategies relating to how they chose to defend the cell, use resources, or make certain organelles.  Providing the need for interaction with others in a gaming experience after the game could provide more motivation to enter the gaming environment again in order to see how different strategies provide different results.

Application: 

This game could be used with students in upper elementary grades through high school.  CellCraft provides a fast-paced, interactive experience with cellular functions and the challenges it faces for survival that could be used as a tool for multiple classroom uses.  Depending on the student group, it could be used for discovery, exploration, or application of knowledge of organelle functions from classroom instruction.  

ELLs asked to interact with this game would need to have completed advance organizers, create individual glossaries with information for each organelle relevant to game-play, and be provided with directions to add further information about organelle functions to notes or glossary during game-play.  Pre-viewing or modeling the first few levels of the game for ELLs would also be useful, so that they can begin to make connections between the information introduced in class to its use and application within CellCraft.  Also allowing ELLs to pause the game frequently to ask questions about what is happening and to seek advice or clarification on what the goal is and how to achieve it will increase the gaming experience.  During and after game-play, opportunities to discuss interactions within the game, clarify organelle roles and functions, and address questions will help to enrich the learning experience.

References:

Businessballs (2013). Kolb’s learning styles: David Kolb’s learning styles model and

experiential learning theory. Retrieved from :http://www.businessballs.com/kolblearningstyles.htm

Indiana's Academic Standards for Science - 2010. Retrieved from: http://epics.ecn.purdue.edu/lsc/2011%20Fall/Indiana%20Standards%20Biology.pdf

What is a game?

The first task assigned for the course on games as learning tools was to consider definitions of what a game is .  After reading many definitions by those more knowledgable about this topic than I, we were challenged to create our own definition.

This is not as simple as it sounds.  What games are and what we perceive them to be include many different components.  I suspect that our expectations for game and what we expect them accomplish for us also directly affects our definition, whether we are conscious of it or not.  This implicit knowledge may influence our perceptions of what constitutes a "good" game or our satisfaction with a game.  My analyses for this blog are bases on my current definition:

"A game is a system within which we interact with others in a rich, engaging environment that creates “buy-in” for players.  This environment exists outside of ordinary life and is the context that provides meaning for agreed-upon rules that govern the structure of the game, its environment and the embedded conflicts or challenges of the game.  Rules are followed within the accepted environment in order to attain goals, either individually or with cooperation from other entities in the game for entertainment purposes.  Once the uncertain events and conclusion of the game are completed, players “leave” the gaming environment behind."

Identified components of a game included in my definition are :

1. organized structure (rules) for sense-making of the environment and interaction
2. exists “outside ‘ordinary’ life as being ‘not serious’” (Huzinga, 1938), often providing escape
3. interaction with others as conflict or cooperation (S&A (Crawford, 1982)
4. conflict (Crawford, 1982)
5. fun/entertainment
6. challenging goal to attain (Heinlich et al., 2002) though either mental or physical efforts
7. uncertainty to events during play and outcome (Kramer)

Whether or not you agree completely with my definition, I felt it important to share this foundation for our further inquiries.  It will be the basis for a few of the analyses done on this blog for coursework.

References:

Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K., and Chang, H-Y. (2009). Assessing the

Crawford, C. (1982). What is a game? The Art of Computer Game Design.

educational values of digital games. Journal of Computer Assisted Learning, 25, 423-437.

Kramer, Wolfgang (2000). What is a game? The Games Journal. Retrieved from: http://www.thegamesjournal.com/articles/WhatIsaGame.shtml

Games & ELLs: an introduction

I am a graduate student and licensed French & ESL (English as a Second Language) teacher in Indiana.  For one of my electives, I chose to take a class analyzing game components, online games and their possible use as tools for learning in classrooms.  In this class, we are looking closely at the appropriate use for games with our students.  Since I have worked with ELL (English Language Learner) students from grades K-12, I thought I would look at the appropriateness of these games for ELLs.

After this course is over, I hope to continue posting information concerning learning tools, strategies, and methods for ELLs for teachers.  Let's see where this takes us...