Blog Post #3 - Ethan Loves Fishin' Mission!
Critique Of Online Game From The Learning & Interactive Perspectives
Pick an online game, play it, and write a brief critique of the game from a learning perspective and interface perspective. Include a link to the game and screenshots (as you see fit).
Fishin' Mission is an online counting game for preschoolers by Funschool. Click Here To Play.
Fishin' Mission is an online counting game for preschoolers by Funschool. Click Here To Play.
The learning objective of the game is to teach preschoolers how to count. Instead of following the boring textbook way of teaching counting, this games teaches numbers to preschoolers by asking them to 'drag and drop' the correct number of fish into the fisherman's net. I played with the game for four levels (almost fell asleep). Then, I got Ethan (my 4-year-old prince) to play the game. These are our critiques from the Learning and Interactive perspectives.
INTERACTIVE PERSPECTIVE
Fishin' Mission is a Fun and Creative game for Learning Through Play (Prensky). It is Fun because the preschooler learns counting through a computer game with interactive graphic animation instead of some boring textbooks with static pictures. It is a Creative way of learning to count by 'dragging and dropping' the correct number of fish into the fisherman's next. After all, Learning Through Play is always an effective way because "Play is our brain's favorite way of learning"! Here are Ethan's critique based on Garris's article ...
Fantasy
Me: "Who is the character in the game?"
Ethan: "The fisherman. I'm helping him to catch the fish!" - There is an imaginary context, a theme and a character to help Ethan learn how to count.
Rules and Goals
Me: "What do you need to do to win?"
Ethan: "Catch the fish and put into fisherman's net. Must catch correct number of fish to win." - The rules and goals are clear to him.
Sensory Stimuli
Me: "How do you catch the fish?"
Ethan: "Like this ... (he showed me how he dragged and dropped)."
Me: "Is it easy?"
Ethan: "Yes." - He is okay with the visual stimuli and eye-hand coordination.
Me: "Do you like the music?"
Ethan: "Yes." - He likes the auditory stimuli.
After a few rounds ...
Challenge
Me: "There is a clock. You must finish catching the fish before the time is up. Is it easy to win?"
Ethan: "Yes. I'm at Level 2 now." - He finds low level of difficulty and no uncertain goal attainment.
Mystery
Me: "Why are there different types of fish?"
Ethan: "I don't know. But I must catch only this type of fish (pointing to the screen)." - The level of informational complexity is optimal and just suitable for him.
Control
Me: "What happen if you catch the wrong type of fish?"
Ethan: "The net breaks and you lose." - This is also a form of System Feedback.
INTERACTIVE PERSPECTIVE
Fishin' Mission is a Fun and Creative game for Learning Through Play (Prensky). It is Fun because the preschooler learns counting through a computer game with interactive graphic animation instead of some boring textbooks with static pictures. It is a Creative way of learning to count by 'dragging and dropping' the correct number of fish into the fisherman's next. After all, Learning Through Play is always an effective way because "Play is our brain's favorite way of learning"! Here are Ethan's critique based on Garris's article ...
Fantasy
Me: "Who is the character in the game?"
Ethan: "The fisherman. I'm helping him to catch the fish!" - There is an imaginary context, a theme and a character to help Ethan learn how to count.
Rules and Goals
Me: "What do you need to do to win?"
Ethan: "Catch the fish and put into fisherman's net. Must catch correct number of fish to win." - The rules and goals are clear to him.
Sensory Stimuli
Me: "How do you catch the fish?"
Ethan: "Like this ... (he showed me how he dragged and dropped)."
Me: "Is it easy?"
Ethan: "Yes." - He is okay with the visual stimuli and eye-hand coordination.
Me: "Do you like the music?"
Ethan: "Yes." - He likes the auditory stimuli.
After a few rounds ...
Challenge
Me: "There is a clock. You must finish catching the fish before the time is up. Is it easy to win?"
Ethan: "Yes. I'm at Level 2 now." - He finds low level of difficulty and no uncertain goal attainment.
Mystery
Me: "Why are there different types of fish?"
Ethan: "I don't know. But I must catch only this type of fish (pointing to the screen)." - The level of informational complexity is optimal and just suitable for him.
Control
Me: "What happen if you catch the wrong type of fish?"
Ethan: "The net breaks and you lose." - This is also a form of System Feedback.
Me: "Can you catch the correct fish? Is it easy?"
Ethan: "Can. See, I'm now at Level 4." - He has active learner control. Ethan has been taught how to use a mouse. I also got him a kid's mouse.
LEARNING PERSPECTIVE
Here are Ethan's (a learner/user) critique based on Garris's article ...
Interest
Me: "Do you like to do these workbooks (me holding the math workbooks) or play this game?"
Ethan: "Play fishing game." - Ethan expressed his interest in and preference for the online game.
Enjoyment
Me: "Why?"
Ethan: "It is fun!" - Playing is his preferred mode of learning.
Me: "Is it easy to win?"
Ethan: "Yes." - This is his subjective rating of fun or enjoyment.
Task Involvement
Me: "So, you've finish all the levels. Well done!"
Ethan: "Can I play again?" - Ethan's level of attention in the educational online activity is high.
Me: "Sure. How many times do you want to play?"
Ethan: "I want to keep playing (he said as he click PLAY AGAIN)." - Ethan's depth of involvement in this learning activity is high.
Confidence
Me: "Hey, you are so good at catching fish!"
Ethan: "Yes, I'm very good!" - Ethan's feeling of mastery (and perhaps self-efficacy)!
Me: "Hey, don't get too proud. Can you count from one to ten already?"
Ethan: "Of course (... as he continued fixing his eyes on the computer)!" - Ethan's feeling of mastery (and perhaps self-efficacy)!
From Garris's article, this game improves learning in the following ways:
Decision Making - Learner needs to decide on two things: (1) types of fish to catch, and (2) the number of fish to catch. Only if he/she decides correctly will he/she win the game. Otherwise the net will break!
System Feedback - Each time the learner catches a fish into the net, the fisherman counts the number. This reinforces the learner's effort to learn counting. Whent he correct number and type of fish has been caught in the net, the fisherman (system/agent) will feedback to the learner that he/she has done a great job. If not, the net will break, signalling a wrong move.
Debrief - At the end of the five levels, the fisherman (system/agent) will debrief and tell the learner that he/she has done a great job!
Learning Outcome - The learner will incidentally acquire/hone his/her mouse 'drag and drop' skill (Skill-Based Outcome), although this is not the game's learning objective. The main learning outcome is the Declarative knowledge of how to count from one to ten (Cognitive Outcome - there is no Procedural, Strategic, and Affective outcomes).
After 15 minutes ...
Me: "Ethan, can daddy play?"
No reply. (Is this deep involvement in learning activity, or plain ignoring an unwanted request?)
Ethan: "Can. See, I'm now at Level 4." - He has active learner control. Ethan has been taught how to use a mouse. I also got him a kid's mouse.
LEARNING PERSPECTIVE
Here are Ethan's (a learner/user) critique based on Garris's article ...
Interest
Me: "Do you like to do these workbooks (me holding the math workbooks) or play this game?"
Ethan: "Play fishing game." - Ethan expressed his interest in and preference for the online game.
Enjoyment
Me: "Why?"
Ethan: "It is fun!" - Playing is his preferred mode of learning.
Me: "Is it easy to win?"
Ethan: "Yes." - This is his subjective rating of fun or enjoyment.
Task Involvement
Me: "So, you've finish all the levels. Well done!"
Ethan: "Can I play again?" - Ethan's level of attention in the educational online activity is high.
Me: "Sure. How many times do you want to play?"
Ethan: "I want to keep playing (he said as he click PLAY AGAIN)." - Ethan's depth of involvement in this learning activity is high.
Confidence
Me: "Hey, you are so good at catching fish!"
Ethan: "Yes, I'm very good!" - Ethan's feeling of mastery (and perhaps self-efficacy)!
Me: "Hey, don't get too proud. Can you count from one to ten already?"
Ethan: "Of course (... as he continued fixing his eyes on the computer)!" - Ethan's feeling of mastery (and perhaps self-efficacy)!
From Garris's article, this game improves learning in the following ways:
Decision Making - Learner needs to decide on two things: (1) types of fish to catch, and (2) the number of fish to catch. Only if he/she decides correctly will he/she win the game. Otherwise the net will break!
System Feedback - Each time the learner catches a fish into the net, the fisherman counts the number. This reinforces the learner's effort to learn counting. Whent he correct number and type of fish has been caught in the net, the fisherman (system/agent) will feedback to the learner that he/she has done a great job. If not, the net will break, signalling a wrong move.
Debrief - At the end of the five levels, the fisherman (system/agent) will debrief and tell the learner that he/she has done a great job!
Learning Outcome - The learner will incidentally acquire/hone his/her mouse 'drag and drop' skill (Skill-Based Outcome), although this is not the game's learning objective. The main learning outcome is the Declarative knowledge of how to count from one to ten (Cognitive Outcome - there is no Procedural, Strategic, and Affective outcomes).
After 15 minutes ...
Me: "Ethan, can daddy play?"
No reply. (Is this deep involvement in learning activity, or plain ignoring an unwanted request?)
posted by Francis Tan at
2:18 PM
2 Comments:
Great idea getting your son to play the game.
And in reference to either Ethan being deeply involved in the game or just ignoring your request to play, I'd say the former. ;)
Thank you.
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