Video Game Production As A Platform For Math Learning
The production of video game is a fundamental area that has grown much over the years. Teachers have adapted this technique in the classroom and are combining key elements from the fields of geometry, trigonometry, and linear algebra as well to make simpler the learning of math. According to Gee, video games are the best to “get someone to learn something long, hard and complex, yet enjoy it.” This chapter focuses on analysis of the secondary material used in researching on the creation of a video game for math learning. It entails analysis of the views of different authors and their contribution on the same (Gee, 2007).
According to Gee, good video games integrate excellent values of study because that is what results to video games being both inspiring and enjoyable. He argues that studies have revealed that students who are taught hard facts for example when learning math, though have passed their tests, have not been able to apply the same to solve practical problems. Thus, when one learns how to play a game one has to learn the rules too and in the process solve the mathematical problems (Gee, 2004).
Video games, a Gee argues, present players with problems to solve until they have found solutions. Players are required to think, in the process learning novel things and putting together this new learning with the old mastery. This new mastery acquired is then consolidated through repetition. He argues that when students are learning math in schools, it is either that the poorer students don’t get enough opportunity to consolidate and the good students don’t get real challenges to their school-based mastery. The introduction of video games thus helps solve these problems. (Gee, 2005).
According to Elliot, creation of a 3D video game for math calculations is a rather complex but easy task. He explains that what one needs to do is to enter mathematical moves in a template. One needs to carry out a math move, and each time this is done, the avatar shift about the automated task, leaving a trace as it goes. This trail enables the students to see instant feedback and facilitates an opening for a chat. A set of rings are also provided for the students where they are supposed to swim through as many as they can with a single mathematical task. AquaMOOSE is created in a way to permit free examination of 3D mathematics through utilization of parametric equations and trigonometric functions (Elliot, 2002).
Programming is essential for the production of a math video game. He gives an example of RPG video games that go back to real RPG games like D&D. for an individual to be able to provide things like the leveling up of a character, doing damage, the programmer must be in a position to comprehend how the math works and ensure the program is written correctly before it can start working. Thus, in the creation of a video game, it is essential that first the programmer is aware of programming (Shabanah, 2010).
The creation of video game, according to Bernard, requires professional knowledge in various domains including computer science, design and animation. Algorithms for example are difficult to understand and require adequate knowledge of such skills. The knowledge of such skills is evidence of the creative value of video games. For one to understand the development of video games, it is essential to know basic concepts of math and the role and impact multi –core processing has for games (Perron, 2008).
According to Elliot, students need more time for them to achieve reasonable level of mastery especially with the AquaMOOSE software before they can try out complex math creations. in a study where students were subjected to the practice, one student claimed that all he seems to remember is “ the ugly little fish”. though most claimed they had gained better understanding and even showed a significant improvement, some still thought more time was required to create and train students to appreciate solving math problems using video games (Elliot, 2002).
Davidson argues that designing a game entails formation of ideas and rules that comprise the game. According to him, algorithms are generally hard to teach and learn and thus student require games to assist them appreciate key concepts. Graphical artifacts are thus used to illustrate the conduct of algorithms to students. Stéphane however argues that when students are subjected to studying math through the use of games, they tend to focus more on the visualizations and forget the learning part of it (Davidson, 2009).
The process of creating video games according to Wendy is a complex process. Each component of a game is complex and demands specific abilities on the part of the professionals. In creating a game for solving the value of X and Y for example, in an equation where the value of X and Y is 2, one needs to create different objects to signify X and Y so that confusion is avoided. Specific features connected to the gamming and interactive characteristics, should be mirrored in the creation process to ensure a distinction is made on specific features. He argues that every game relies on generic software that is meant to create images and sounds in real time. The producer requires the “game engine” which is essential, while coding the game (Wendy, 2008).
Game objects are positioned in the game’s space, and puzzles constructed which students ought to solve. For instance, several images are positioned differently, and each object is assigned a different value, students are then asked to find the value of each object. He argues that each game has rules and the producer ought to specify the rules for each game. A student for example, should avoid meddling up with an object that is not within the said game. The best way of measuring the effectiveness of the rules, is by trying them out, for instance by solving the equation (Regina, 2010).
According to TBarry, the girl who won a price for discovering a new video game, the main intention she had was to make math work more fun. Many people have formed an attitude about math because it causes difficulty to many students. To change the attitude of other students thus, she creates a game where she uses the image of a monkey who has a goal of collecting bananas in order to score points. In order to get a banana, players have to respond to a math difficulties before time is over. This, she claims, encourages students to think quickly and the fun that is attached to the game makes it even better. This, research shows greatly encouraged and improved the perspective of her classmates towards the subject (TBarry, 2010).
According to Nieche, the creation of a video game for a math project requires one to integrate the application of formulae and the controlling of objects and figures. One requires the addition of X and Y axis in order to locate the character that is needed. He argues that on games that are sensitive to force, the intensity of the key into the regulator is multiplied by a certain number to an identical tempo. Key concepts are then included in the games. Students connect the formulae applied to the images used in creation of the games (Nieche 2008).
To create graphs in video games according to Jones, it is vital to ensure use of math equations. One needs to take the skills beyond the basics and needs to have a comprehension of vital areas of consideration in math. This is used mostly in 2D games where together with programming skills, graphs can be constructed for cracking down problems that involve graphs (Jones, 2009).
According to Kafai, poor design of video games can turn away students. He argues that designers should ensure they find ways to engage both competitive and exploratory players. They should be aware of how teachers appropriate games and ensure they can be modified to take care of local needs. If the students being engaged are in college level, the images used should be ones that are attractive and can entertain them as well. When engaging high school learners or lower, cartoons can be used and probably images that they can easily recognize. Teachers should guide students and give them focus on the same (Kafai, 2004).
According to Kafai, if one needs to design a game to be used in solving mathematical problems, he should have in mind the solution that satisfies a given condition. Here, two processes of analysis and synthesis are involved. Analysis examines a problem and splits it up into components. For example to get the value of X where X and Y is 1, one needs to break the values down as in if X + Y = 3. One then synthesizes where synthesizes where the different parts of the solution are brought together as in, then the value of X = Y – 1. In both analysis and synthesis he claims, designers ought to develop strategies like modularization which help in dealing with complex tasks (Kafai, 2000).
According to Elliot, the introduction of the game known as AquaMOOSE 3D, has greatly enhanced the learning and understanding of mathematical concepts by providing a learning environment that engages the learners more in the classroom. In an experiment done to find out the views of the students on the same, it was found out that the use of the 3D software while creating the game has greatly increased the complexity of the content. The AquaMOOSE software was meant to motivate students to learn math but proved complex instead. Kurt argues that video games have caused an improvement in the learning and performance of students in math over the years. Learners experience new ways of thinking, learning and comprehending (Elliot, 2002).
References
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