Educational Gameplay Journal - Post 1
This semester I am taking Design for Educational Games as my elective. We have been assigned to write a series of blog posts discussing different educational Games and how they stand against the lenses we discussed in class (Educational Goals, Game Elements, and Learning Mechanisms). The goal is to be able to critique the game and explore the elements that make it educational (or not).
Game Metadata
Game Name: Code Combat Jr.
Designer/Developer: Code Combat
Platform: Browser
Instructional Goal: They create innovative play experiences to make computer science engaging and accessible to elementary students. The progression of the program allows students to develop their coding and critical thinking skills in a self-paced approach.
Link to the Game: https://codecombat.com/play/junior
Educational Goals
The learning objectives appear to be teaching users (Ages 5-8) how to block code and read simple text code. The learning intention is to begin building a foundation for understanding syntax, functions, parameters, strings, loops, and conditionals. It assumes the user can understand how to follow a guided path using directional cues (either through arrows or reading) and how to count to be able to know how many steps the character needs to move. The opportunities to transfer this knowledge to other areas are vast. It can help set up strong mathematical and problem-solving skills. Coding requires an understanding of syntax, sequencing, big-picture thinking, design, and more. While coding is a hard skill, it can also assist in developing many soft skills, such as critical thinking, adaptability, and self-learning.
Game Elements
Gameplay Loop:
You use block code (or type in the code) to enact basic directional commands and sequencing to move the character in the direction the dotted line is guiding. The core loop is to reach the designated location.
Inner Loop: Setting up block code/Writing code
Outer Loop: Learning and comprehending how moving or altering of the verbs results in an action done through code.
Player Experience: Allows for discovery through posed challenges.
Nouns
Animal/Character
Blocks
Text
Diamond
Verbs:
Start
Go right
Go down
Go right
Go up
Learning Mechanisms
This game utilizes learning principles across all of the mechanisms. They help reinforce the skills and concepts the game is trying to teach.
Memory and Fluency-building:
Spacing is used through the self-paced nature of the game and this allows for delayed reexposure and review which helps for learning the code.
Scaffolding is utilized by starting with basic concepts and slowly introducing new concepts and types of code to help students get a well-rounded understanding of the language.
Segmenting is used because the different units are broken down and the pacing matches their development.
Feedback is used as code does not function correctly if it is not written correctly.
Induction and Refinement:
Pre-training is used because it provides exposure to how to create an action before the official syntax of the language is provided.
Goldilocks is one of the core components of this game as it is a priority to make it accessible for elementary school students and account for varying levels of knowledge and skill. This includes no-reading and no-typing options.
Application is how the students progress through the game as they level up after solving the challenges using their new knowledge.
Interleaving is used because students can use block coding while having regular text code pulled up to be able to translate and connect the languages.
Understanding and Sensemaking:
Interest is important in keeping the attention of elementary students, and the scenarios and design around the content are unique and engaging.
Metacognition is done through their ability to progress through the content and give them the skills to create their own projects.
Questioning is applied throughout as the content requires students to critically think in order to solve the code and progress through levels. As the target audience is young, they must embrace the uncertainties and explore what they can and cannot do within the game.
Multimedia is shown through the audio and artistic style that helps immerse students and enhance the experience, keeping them engaged.
Overall Critique
Code Combat is a strong example of both a game and a learning experience. It breaks down the techniques and curriculum so it can be self-paced at the speed the individual needs. The interface starts with drag-and-drop arrows and they can elevate the interface to show block-based coding and then a regular coding interface. The flexibility mixed with the engaging narrative helps develop the logic to continue to grow and strengthen the student's skills.
