Goals of the Game

Goal Building

The following are various problems I'm playing with in my mind that could be developed into a game. 

Problem 1 -- Solving an environmental problem

So, helping the earth (based on a 3-5 learning standard on human impact) is something that might make a good game for learning. This is the standard I'm thinking about: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

Problem: Protecting the Earth's resources and environment. This problem is inspired by our immersive project-based learning environment where we are always looking to how we can positively help communities and the world. In the past, our students have created social media campaigns to help fragile ecosystems (4) and created community events where they share how they have helped the environment (K). Lots of options for students to learn the process to helping the environment when playing a game. 

Steps to the Problem:  
1. Identify an environmental issue such as pollution, water conversation, wildlife protection. 
2. Research what is causing the problem and what effects the problem is having on the environment. 
3. Decide on actions that could help such as plant trees, conserve water, recycle, start a campaign to reduce waste. (Decide on what you want to build?) 
4. Collect any materials needed for actions such as compost bin, bags for trash PU, etc. 
5. Educate others (in community, in the school) to encourage participation. 
6. Take action (based on previous decisions)  -- Build a Solution? 
7. Keep track of impact over time. 
8. Share results and deepen learning by possibly partnering with local organization. 
9. Celebrate and continue to spread the work. 

Final Step is to monitor progress and continue the work. The problem is somewhat resolved if there is continuous efforts to protect the environment over time (yearly events, etc.) 

The goal of this game would be to build a sustainable solution to help protect the Earth. This might be creating a recycling program, planting trees/garden, organizing a neighborhood clean-up -- so the core dynamic would be to build and construct. This core dynamic mirrors real-world actions that involve design and managing a system-- a compost system, a garden system, water conservation initiative system. This is also about collecting and managing and strategically planning with resources. 

A win state might be once the player builds a sustainable solution to a challenge. After they choose an initial challenge, they have to go through a series of plays where they are collecting, navigating, etc until they have met a certain criteria such as right number of community members involves, enough resources to implement solution, sustainable solution. A secondary dynamic might be exploration or possible collection. 


Problem 2: Making a Budget -- inspired by the fact that most people don't know how to make a budget! And it is super important for kids to learn. Have an idea on creating a game on living on a budget...maybe tied to the bigger problem of hunger. 

Steps: 
1. Write down expenses. 
2. Add up all income. 
3. Identify which expenses are essential and which are not. 
4. Assign specific amounts to each category (housing, food, savings) 
5. Monitor spending
6. Revise budget as needed. 

Final Step: Keep track of spending to make sure budget is followed. 
Subject Area: Math and personal finance (maybe a little economics?) 

The goal of this game would be to create a budget that is livable. It would also teach the challenges that people face when they don't have enough money to eat.  

Problem 3: Practicing the Order of Operations (to mastery) 

Kids struggle with the order of operations. It is an important foundational concept that upper elementary students need to have automatic in their brains. The objective of this game would be compete against others to build correct equations using number and operation cards using the order of operations rules. Not only do players compete for correct mathematical expressions but also score point for complexity. The goal would be for learners to practice and eventually master the order of operations (for automaticity in process).

  1. Choose cards. 
  2. Analyze which numbers could potentially add/subtract/multiply/divide to target number. 
  3. Create equation based on constraints. 
  4. Check equation. 
Goal would be to give students opportunities to practice and demonstrate competence in applying the order of operations.

Rules-ish

So I've been playing with rules for my game. Here is my current brainstorm for the first iteration. Most are operational rules. Overall, the rules are designed for learning such as building the equation, scoring based on accuracy, even challenging an equation can lead to great discussion on the order of operations. 

Game Goal/Objective: Players create a valid mathematical equation using their Building Block cards to match or get as close as possible to the Design Target. They must apply the correct order of operations (PEMDAS) when constructing their equation. 

1. Draw Cards

  • At the start of each round, each player draws 6 Building Block Cards (numerals) and chooses one each of operation cards, parentheses, and exponent cards -- every player gets one of each. 
  • The Design Target card is revealed for that round (e.g., 36).

2. Building the Equation:

  • Players use their Architect Table to work out equations (as needed) and arrange their Building Block cards.
  • Using more cards adds complexity and potential for bonus points.

3. Submitting an Equation:

  • When a player completes their equation, they submit it by writing a final version on their Architect Table and announcing "Blueprint Ready!" This locks in their solution for that round.

4. Accuracy Check:

  • Once a player submits their equation, the other players or a designated "judge" check its accuracy by verifying the order of operations and calculations. 
  • If correct, the player earns points based on accuracy and possible bonus point for complexity. 
  • If incorrect, the player does not receive any points. 
5. Scoring: 

Points are awarded based on:
  • Accuracy: Matching or getting closest (+/- 2 either way) to the Design Target.
  • Complexity: Using 4 or more cards or parentheses adds a bonus point each. 
  • Speed: The first player to submit a correct equation earns a speed bonus.
Players record their points on the Architect Ledger.

6. Challenging A Player:
  • Players may challenge another player's equation if they believe it is incorrect.
  • A successful challenge earns the challenger a point -- an incorrect challenge loses them a point.
7. Winning:
  • The game ends after a set number of rounds.
  • The player with the most points (accuracy, complexity, and speed bonuses) at the end of the game wins.
Advanced Play: 
    • Exponents are added. 
    • Design Target numbers are higher. 

I did a bit of reflection based on the friendly tips in Goals, Rules, and Mechanics. 

Elaborate missions and quests: Learning goal is to master order of operations. The overall game goal is to write correct equations in order to collect as many points as possible -- and points are based on accuracy (writing a correct equation) and bonus points for speed and complexity. 

Engagement with learning goals: Thinking through this - the learning goals are about accuracy and proper use. The game goals are to get as many points as possible, which can only be earned by using order of operations correctly. 

Embed the learning activities in the game: The game centers around independent practice and mastery of order of operations as well as solving problems using order of operations (comprehension). 

Challenges and Purpose of the Challenge: There is definitely some challenge and creativity, all with purpose. Students need to create equations based on the cards they draw - this encourages deeper understanding of the order of operations because it requires them to craft their own equation rather than just solve the equation. Each challenge in the game -- solving for the Design Target using order of operations -- aligns with the core learning goal of demonstrating master of OofO. Balancing speed and accuracy mimics real-world problem-solving, where students must use mental math skills under pressure. Speed is not a driving force, per se, but the first person correct does get a Bonus point. The points, however, are rooted in accuracy. 

Things to Consider: 

1. Add mini-challenges within each round such as solve only using a limited set of operations.

2. Add iterative learning -- if a player makes a mistake and does not accurately create the equation the first time, they can try again for less points. This would help students correct their understanding in real time. 

3. To help with transfer of learning, maybe have a post-game reflection/discussion where students analyze how they solved problems in the game and how those same principles may apply to other math problems.