You awake in your classroom well after school hours. The hallway lights are off. Clearly, everyone has gone home. Once again you have fallen asleep grading student's essays that are neither thought provoking nor insightful. You are starting to wonder if they care.
Rubbing your eyes, you look at the far wall. A [[wooden door]] gouged from from years of a abuse with a brass knob blackened by the dirt and grime of teacher hands shimmers in and out of existence. A small plastic plaque declares "Teacher's Lounge."
To its right is a beat up [[locker|The Grind]] decorated with wads of gum and the remains of stickers proclaiming an affinity for certain bands and the phone number for a local dispensary.
But it is the final portal that is most shocking. A [[flaming ring|video]] through which you can see students excitedly interacting with each other.
Choose a door.
<<audio ":playing" fadeoverto 2 0>>
<<if $grade gte 1 and $ela is 1 and $math is 1 and $hist is 1 and $sci is 1 and $fine is 1 and $pract is 'Ctrl-c' and $pers is 1 and $diploma
is true and $schedule is true>>
<center><img src= "images6/teacher.png" style="width:256x;height:256px;"></center>
As you step through the magic circle of the flaming ring, the students dissolve and a teacher with all of the attributes of wisdom sits behind an oaken desk.
"Enter if you are worthy."
You decide that you are indeed worthy.
"I am the [[Magister Ludi]]," Master of the Game, the teacher declared, "I have manifested to instuct you in the use of game design to incorporate [[fun and play|Fun]] into your lessons. Through my tutelage you will see the myriad [[methods|Framework]] of integration and [[parallels]] between school and games. You will encounter many types of [[student|Players]] and design lessons that create a sense of [[flow|Flow]] and foster intrinsic [[motivation|Intrinsic Motivation]].
You will be taken through a series of levels until you can replace me as Magister Ludi. At the end of your journey you will be asked to evaluate me as your mystical guide.
Level Up (Keep track of your progress here.)
<progress @value="$level" max="8"></progress>
Your Current Level
<<if $level lt 2>><h1>NOOB</h1>
<<elseif $level gte 2 and $level lte 5>><h1>PLAYER</h1>
<<elseif $level gte 6 and $level lte 7>><h1>GAMER</h1>
<<else>><h1>MAGISTER LUDI</h1><br><<goto "win">><</if>>
<<if $type is true>>I see that you have determined that you are a(n) $player<</if>>
<<else>>
You have not finished high school [[grind|The Grind]]. You have a gaunlet of challenges and hurdles before you can matriculate at the magic circle.
<</if>>
Wake from this fever dream induced by poor prose and return to your [[classroom|Three Doors]]
<<audio ":playing" fadeoverto 2 0>>
Welcome to high school. You have to go here four years. We don't care if you can finish earlier or if it takes a little longer. You must finish in exactly four years.
<nobr><h1>Your Grade Level</h1></nobr><<if $class is 0>>
You are a <b>FRESHMAN</b>. Congratulations! Go home for three months and come back here again<<elseif $class is 1>>
You are a <b>SOPHOMORE</b>. Good work, but you will have to return here next year. Oh, and you have to take the [[state test|EOC]]<<elseif $class gte 2 and $EOC is true and $ACT is false>>You are a <b>JUNIOR</b>. This is your penultimate year in high school.You need to take the [[ACT]], and come back at least one more year.<<elseif $class gte 2 and $EOC is false>>You need to take the [[EOC]] <<elseif $class gte 3 and $EOC is true and $ACT is true and $grad is 0>><<audio "pomp" play >><<set $grad to $grad+1>>You are finally a <b>SENIOR</b>. It is time for all of those senior activities, but don't forget that it isn't over until you get the diploma.<<set $diploma to true>><<elseif $class gte 4 and $EOC is true and $ACT is false>>You didn't take the [[ACT]] <<elseif $class gte 4 and $EOC is true and $ACT is true and $grad is 1>>You've graduated. There are no more levels here. Go to [[college]].<<else>>Look like you missed some tests
<</if>>
Return to [[The Grind]]
<<return "Previous Page">>
<<set $class to $class+1>>
<<audio "hallway" pause>>
<div class="box">
<p style="color:yellow;">INSERT COINS
<div class="blink_me">0 CREDITS</div></p></div>
Below are all of the classes required by the state for you to graduate. Go to all of the classes to earn your credits.
<div class="row">
<div class="column"><img src="images6/shakespeare.jpg" style="width:100%"><<if $ela is 1>>English<<else>>[[English]]<</if>>
</div><div class="column"><img src="images6/octavia.jpg" style="width:100%"><<if $ela2 is 1>>English 2<<else>>[[English 2]]<</if>>
</div><div class="column"><img src="images6/pythagorus.png" style="width:100%"> <<if $math is 1>>Math<<else>>[[Math]]<</if>>
</div><div class="column"><img src="images6/marie.jpg" style="width:100%"><<if $sci is 1>>Science<<else>>[[Science]]<</if>>
</div><div class="column"><img src="images6/grant.jpg" style="width:100%"><<if $hist is 1>>History<<else>>[[History]]<</if>>
</div><div class="column"><img src="images6/basquiat.png" style="width:100%"><<if $fine is 1>>Fine Arts<<else>>[[Fine Art]]<</if>>
</div><div class="column"><img src="images6/elon.jpg" style="width:100%"><<if $pract is 'Ctrl-c'>>Practical Arts<<else>>[[Practical Art]]<</if>>
</div><div class="column"><img src="images6/morgan.png" style="width:100%"><<if $pers is 1>>Finance<<else>>[[Finance|Personal Finance]]<</if>>
</div>
</div>
Return to [[The Grind]]
<<audio "hall" pause>>
<<audio "forget" pause>>
<<set $seconds to 20>>
<<if $ela is 1 and $ela2 is 1 and $math is 1 and $sci is 1 and $hist is 1 and $fine is 1 and $pract is "Ctrl-c" and $pers is 1>><<set $grad to $grad+1>><</if>>
You know that it is important to be better than everyone else. Your class rank could affect the college you go to. You must choose between a challenging class and an Easy A because it will have profound consequences IRL.
<center><<button [[Easy A|Leader Board]]>><<set $schedule to true>><<set $easy to true>><</button>> <<button [[AP Calculus|Leader Board]]>><<set $schedule to true>><<set $AP to true>><</button>></center>
<<if $easy is true>><<set $grad to $grad+1>>You chose not to challenge yourself. This could work out for you because you will be the top of your class. Of course you probably didn't know that the AP classes are weighted to help offeset the difficulty. You could have taken the AP class and still been at the top. Then again the black box of the college admissions game keeps everyone in the dark.<</if>>
<<if $AP is true>><<set $grad to $grad+1>>You chose to take a challenging class. You might get a B and lose your class ranking. Guess what, there is a special rule you didn't know about. AP classes are weighted to make up for the difficulty. You might be fine. Then again the black box of the college admissions game keeps everyone in the dark.<</if>>
Return to [[The Grind]]
<<audio ":playing" pause>>You must get a grade. Though the teacher insists that there is a scoring guide and solid mathmatical principals behind this feedback, you feel as if it is totally random like the roll of a tetrahedral die.
<nobr><img src="images6/Tetrahedron.gif" class="center" style="width:144px;height:144px;">
<<if $click is not true>>
<<button 'Grade' 'Tetrahedral Die'>>
<<set $grade to random(5)>>
<<set $click to true>>
<</button>> <</if>><<if $grade is 1>>
<center>You recieved an F.</center><<elseif $grade is 2>>
<center>You recieved a D.</center><<elseif $grade is 3>>
<center>You recieved a C.</center><<elseif $grade is 4>>
<center>You recieved a B.</center><<elseif $grade is 5>>
<center>You recieved an A</center>
<</if>>
</nobr>
Return to [[The Grind]]
<<return "Previous Page">>
<<if $grade gte 1>><<set $grad to $grad+1>><</if>>
<<audio ":playing" pause>><center><img src="images6/calvin.jpg" width=60% height=60%></center>
<h1>Welcome to The Grind</h1>
You step through the locker hoping for some Narnia like experience and are quite disappointed that a near crippling anxiety rushes through your body. You are overwhelmed with the idea that you forgot to go to class for the entire semester.
A hand grabs you by the shoulder, and you turn around to see your counselor. She has clearly mistaken you for a student and has decided to impose all of the anxiety comenserate with this status.
"We need to check your [[credits|Free Play]] if you want to graduate on time."
You had forgotten how many hoops you had to jump through. Your voice starts to shake. Her conviction has made you doubt yourself. "Graduate? I didn't even know I was a [[senior|Level Up]]. I was planning on being [[valedictorian|Leader Board]], and now you are telling me I might not graduate?"
"Okay, okay! Let's check your [[GPA|Tetrahedral Die]], but if you are behind in credits then you may need to go to the [[alternative program|Softlock]]. Finally, we need to make sure that you have taken all of the proper [[tests|Tests]]," the counselor revs your anxiety to distessing levels.
Once you have an appreciation for The Grind, you can move on.
<progress @value="$grad" max="4"></progress>
<<if $grad gte 4>>You have graduated. You are now worthy of entering the [[ring of fire|video]].<</if>>
Return to your [[classroom|Three Doors]].
<<audio "hall" play>>
Turnitin has determined that you plagerized or more likely used ChatGPT to complete your essay. Even though you know that this is original content, you must repeat all of your English classes. You also have a 30 sec. detention.
<<timed 7s>><<goto "Classroom Dojo">><</timed>>
<<set $ela to 0>>
<<set $ela2 to 0>>
<<set $turnit to 1>>You lost points on Classroom Dojo. You must serve a <span id="countdown">30</span> second detention.
<<silently>>
<<timed 1s>><<replace "#countdown">>29<</replace>>
<<next>><<replace "#countdown">>28<</replace>>
<<next>><<replace "#countdown">>27<</replace>>
<<next>><<replace "#countdown">>26<</replace>>
<<next>><<replace "#countdown">>24<</replace>>
<<next>><<replace "#countdown">>23<</replace>>
<<next>><<replace "#countdown">>22<</replace>>
<<next>><<replace "#countdown">>21<</replace>>
<<next>><<replace "#countdown">>20<</replace>>
<<next>><<replace "#countdown">>19<</replace>>
<<next>><<replace "#countdown">>18<</replace>>
<<next>><<replace "#countdown">>17<</replace>>
<<next>><<replace "#countdown">>16<</replace>>
<<next>><<replace "#countdown">>15<</replace>>
<<next>><<replace "#countdown">>14<</replace>>
<<next>><<replace "#countdown">>13<</replace>>
<<next>><<replace "#countdown">>12<</replace>>
<<next>><<replace "#countdown">>11<</replace>>
<<next>><<replace "#countdown">>10<</replace>>
<<next>><<replace "#countdown">>9<</replace>>
<<next>><<replace "#countdown">>8<</replace>>
<<next>><<replace "#countdown">>7<</replace>>
<<next>><<replace "#countdown">>6<</replace>>
<<next>><<replace "#countdown">>5<</replace>>
<<next>><<replace "#countdown">>4<</replace>>
<<next>><<replace "#countdown">>3<</replace>>
<<next>><<replace "#countdown">>2<</replace>>
<<next>><<replace "#countdown">>1<</replace>>
<</timed>><</silently>><img src="images6/forget.png" style="width:100%">
<<timed 30s>><<goto "Free Play">><</timed>>
<<set $dojo to $dojo+1>>
<<if $dojo gt 1>><<audio "forget" play>><<else>>
<<audio "forget" play>><</if>><video autoplay loop id="myVideo">
<source src="images6/Badges.mp4" type="video/mp4">
</video>
<<timed 17s>><<goto "wooden door">><</timed>>
<<set $abbott to $abbot+1>>You can choose to take these tests now or you can take them as you [[Level Up]] up. Some of these tests are meaningless to your future, some give valuable data to the teacher, others are high stakes and could determine a chain of events for the rest of your life.
Good luck!
[[Lexile]]
[[EOC]]
[[ACT]]
Return to [[The Grind]]
<<audio ":playing" fadeoverto 2 0>>This test is honestly good data for the teachers, so they will know what types of text they should be assigning. However, since you have to take a benchmark test at least three times a year and this test three times as well you have probably gotten quite sick of test.
At this point it seems like we are just assigning numbers so that you can compare yourself to other students and either feel superior or frustrated to the point that you want to [[give up]].
If you want to head back to [[The Grind]], you can. Just know that there will be more [[Tests]]
Guess what this really isn't a test of you. It is a test of your teachers. The schools accreditation depends on the scores that you get. It is a neat little game that the state has set up for your district. Your teacher will tell you that it is important and spend an inordinate amount of time fixated on giving you benchmark tests, so that we won't be surprised when you take the real one.
<<set $EOC to true>>
[[The Grind]]
[[Tests]] Hey, get ready to have some fun on a Saturday morning. During the next four hours you will sit in silence answering questions that presumably determine your readiness for college. Make sure that you have several No. 2 pencils, a calculator that conforms to the parameters on our website,and a photo ID.
Get plenty of sleep the night before and eat a healthy breakfast.
This test is so important that your school has designed a special class just to teach you how to pass it, and if your parents have a little bit of money, they probably sent you to a test tutoring center.
DON'T MESS UP!
<<set $ACT to true>>
[[The Grind]]
[[Tests]] Not only do teachers and students have to perform like trained dogs in a circus, districts have to play the hellish game of Accreditation. We have to gather enough win points to achieve a certain level. If we do not then we are publicly shamed in the local paper and in extreme cases taken over by the state or the district is eliminated.
[[wooden door]]
<<set $abbott to $abbot+1>>How many of you have fun doing professional growth plans? If you do, then ignore what I am about to say.
The hoops that we have to jump through for the state are very similar to the gauntlet that the students have to navigate collecting credits and tokens to trade in for a diploma. We do the same thing, but it is to keep our job.
Instead of us designing our own eudcational journey we are forced to fill out redundent forms with useless infromation to comply with vague goals and expectations.
[[wooden door]]
<<set $abbott to $abbot+1>>Monopoly was origninally invented by progressive Elizabeth "Lizzie" Magie in 1904. She wanted a way to illustrate the dangers of the land grab mentality pervading U.S. business.
“It is a practical demonstration of the present system of land-grabbing with all its usual outcomes and consequences,” she wrote in a political magazine. “It might well have been called the ‘Game of Life’, as it contains all the elements of success and failure in the real world, and the object is the same as the human race in general seem[s] to have, ie, the accumulation of wealth.”
This explains why so many rounds of Monopoly end like this.
<center><img src="images6/monopoly.gif" style="width:373.5px;height:208.5px;"></center>
[[wooden door]]
<<set $abbott to $abbot+1>>[[Magic Circle]]
"So you have noticed my collection of games. These were the original inspiration for my journey towards becoming [[Magister Ludi]]. I noticed the parallels between [[games|Game]] and the lesson plans I had been filling out. Then it struck me that [[essential questions]] were basically riddles. This sent me down a rabbit whole of [[etymological]] discoveries until I started seeing my classroom as a [[dungeon]]. The kind with dragons and treasure not the rack and inquisitors.
<<if $puzzle is 'nametag'>><<set $level to $level+1>><</if>>
<<if $question is 'e'>>You got the riddle right!<<set $level to $level+1>><<else>>You got the riddle wrong.<</if>>
<<if $Fun2 lt 6>>
<h1>Fun</h1>
"As Magister Ludi this has been my ultimate goal. I want to no longer refer to school as work and rigor. It should be fun and play. According to my research into game design there are 14 Kinds of fun. They are listed below"
Visit at least 5 types of fun
<progress @value="$fun" max="5"></progress>
<div class="row">
<div class="column">[[Beauty]]</div><div class="column">[[Immersion|Immersion Video]]</div><div class="column">[[Solving]]</div><div class="column">[[Competition]]</div><div class="column">[[Social]]</div><div class="column">[[Danger]]</div><div class="column">[[Physical]]</div><div class="column">[[Love]]</div><div class="column">[[Creation]] </div><div class="column">[[Power]]</div><div class="column">[[Discovery]] </div><div class="column">[[Completion]]</div><div class="column">[[Skills]]</div><div class="column">[[Comedy]]</div>
</div>
<<set $Fun2 to $Fun2+1>>
<<if $fun is 5>> <<set $level to $level+1>><</if>>
<<else>>
<h1>Fun</h1>
"As Magister Ludi this has been my ultimate goal. I want to no longer refer to school as work and rigor. It should be fun and play. According to my research into game design there are 14 Kinds of fun. They are listed below"
Visit at least 5 types of fun
<progress @value="$fun" max="5"></progress>
<div class="row">
<div class="column">[[Beauty]]</div><div class="column">[[Immersion|Immersion Video]]</div><div class="column">[[Solving]]</div><div class="column">[[Competition]]</div><div class="column">[[Social]]</div><div class="column">[[Danger]]</div><div class="column">[[Physical]]</div><div class="column">[[Love]]</div><div class="column">[[Creation]] </div><div class="column">[[Power]]</div><div class="column">[[Discovery]] </div><div class="column">[[Completion]]</div><div class="column">[[Skills]]</div><div class="column">[[Comedy]]</div>
</div>
<<set $Fun2 to $Fun2+1>>
<</if>>
[[Magic Circle]]
<<if $solve is true>><<set $level to $level+1>><</if>>This information was developed by Richard Bartle in respect to MUDs, Multi-User Dungeons. MUDs were some of the earliest computer games. Originall in text form, the were role playing games similar to Dungeons and Dragaons. You can click on the image below to learn more about the types of players. Keep in mind that all players have attributes of each of the types. Later if you want to take the Bartle Test, you can head over to the bookshelf in the [[teacher's lounge|wooden door]]
<center><p><img src="images6/players.jpg" width="640" height="457" border="0" padding="0" usemap="#map" /><map name="map"><area shape="rect" coords="18,59,304,241" data-passage="Killer" /><area shape="rect" coords="315,65,582,243" data-passage="Achiever" /><area shape="rect" coords="24,262,299,427" data-passage="Socialites" /><area shape="rect" coords="318,260,585,425" data-passage="Explorer" /></map></p></center>After researching the different types of players, choose your type. <<if $Players2 lt 2>>After researching the different types of players, choose your type.
<<listbox "$player">>
<<option "Killer">>
<<option "Achiever">>
<<option "Socialite">>
<<option "Explorer">>
<</listbox>><<set $Players2 to $Players2+1>><<set $level to $level+1>><<set $type to true>><<else>>After researching the different 2 types of players, choose your type.
<<listbox "$player" >>
<<option "Killer">>
<<option "Achiever" >>
<<option "Socialite">>
<<option "Explorer">>
<</listbox>><<set $Players2 to $Players2+1>><</if>>
<<if $cobra gte 1>>Are you are member of Cobra Kai?<</if>>
<<if $kai gte 1>> How do you not know Cobar Kai? <</if>>
[[Magic Circle]]
Complete this when you are finished, or return to the [[Magic Circle]] .
<nobr><iframe src="https://docs.google.com/forms/d/e/1FAIpQLSciop7xMA5-kuOb6JqTLGt1TiuJhwXbptw9TNIVKEwn8yIZVQ/viewform?embedded=true" width="640" height="6000" frameborder="0" marginheight="0" marginwidth="0" padding="0">Loading…</iframe>[[Thanks]]</nobr><img src="images6/flow.webp" style="width:50%"><img src="images6/flowfig1.png" style="width:33%">
The goal of flow is to keep the player/student within a zone between anxiety and boredom. Game designers and teacher have several levers they can use to control flow.
<ul>
<li>Rewards</li>
<li>Clear Goals</li>
<li>Direct and Immediate Feedback</li>
<li>Balance of Skill and Challenge</li>
<li>Meaningful Choices and Consequential Actions</li>
</ul>
All of these should sound familiar to a teacher, and properly balanced they can lead to the learner fully emerging in the environment and losing a sense that they are in a game at all.
Flow is often divide into Macroflow and Microflow
Macroflow is the long term flow that will last the entire unit/game.
Microflow is the rhythm of the minute to minute play, a rhythm or routine or waxing and waning of intesity. Ideally, it leads to a virtuous circle in which one desirable occurence leads to another. We always have to be careful that the virtuous does not become a vicious cycle.
Below you will find a Ted Talk from the originator of flow theory,
Mihaly Csikszentmihalyi. There is also a question that will advance you on your path to becoming Magister Ludi.
<div style="max-width:854px"><div style="position:relative;height:0;padding-bottom:56.25%"><iframe src="https://embed.ted.com/talks/lang/en/mihaly_csikszentmihalyi_flow_the_secret_to_happiness" width="854" height="480" style="position:absolute;left:0;top:0;width:100%;height:100%" frameborder="0" scrolling="no" allowfullscreen></iframe></div></div>
Get this question right not only will you be closer to attaining Magister Ludi status, but you will be transported to the next portion of the trial.
<<if $wrong lt 1>>
Flow is most like which of these educational terms?
A. Individualization
B. Trauma Inform
C. Rigor
D. Engagement
<center><<button "A" "Flow">><<set $wrong to $wrong+1>><</button>> <<button "B" "Flow">><<set $wrong to $wrong+1>> <</button>> <<button "C" "Flow">> <<set $wrong to $wrong+1>> <</button>> <<button "D" "Intrinsic Motivation" <<set $level to $level+1>> <</button>></center>
<<else>>
Try Again!
Flow is most like which of these educational terms?
A. Individualization
B. Trauma Inform
C. Rigor
D. Engagement
<center><<button "A" "Flow">><<set $wrong to $wrong+1>><</button>> <<button "B" "Flow">><<set $wrong to $wrong+1>> <</button>> <<button "C" "Flow">> <<set $wrong to $wrong+1>> <</button>> <<button "D" "Intrinsic Motivation">> <<set $level to $level+1>> <</button>></center>
<</if>>
[[Magic Circle]]
<h1>Intrisic Motivation</h1>
"I'm sure you have encountered students that see school as something to be endure rather than opportunity for fun and failure; as an obstacle rather than a doorway.
Helping students discover their instrinsic motivation is a struggle considering that the school system has spent years erecting facile extrensic motivators such as grades, levels, badges, and leaderboards.
It is especially difficult for educators because we have always seen through the of rigor and relished in the game of it all. All the way back in 1987 researchers we studying video games and intrinsic motivation in education. Magister Ludi Thomas Malone and Mark Lepper developed a taxonomy of intrinsic motivations."
They categorized the types of motivation into four Individual Motivations; [[Challenge]], [[Curiosity]], [[Control]], [[Fantasy]], and one [[Interpersonal Motivation]]
[[Magic Circle]]
<<audio ":playing" fadeoverto 2 0>><<cacheaudio "pomp" "images6/pomp.mp3">>
<<cacheaudio "rat" "images6/rat.mp3">>
<<cacheaudio "correct" "images6/correct.mp3">>
<<cacheaudio "wrong" "images6/wrong.mp3">>
<<cacheaudio "forget" "images6/forget.mp3">>
<<cacheaudio "space" "images6/space.mp3">>
<<cacheaudio "bell" "images6/bell.mp3">>
<<cacheaudio "hall" "images6/hallnoise.mp3">>
<<cacheaudio "rabbit" "images6/rabbit.mp3">>
<<cacheaudio "kotter" "images6/kotter.mp3">>
<<cacheaudio "trek" "images6/trek.mp3">>
<<cacheaudio "abbott" "images6/abbott.mp3">>
<<cacheaudio "type" "images6/type.mp3">>
,<<cacheaudio "shall" "images6/shall.mp3">>
<<set $game to 0>>
<<set $class to 0>>
<<set $EOC to false>>
<<set $ACT to false>>
<<set $diploma to false>>
<<set $ela to 0>>
<<set $ela2 to 0>>
<<set $grad to 0>>
<<set $easy to false>>
<<set $AP to false>>
<<set $grade to 0>>
<<set $play to 0>>
<<set $turnit to 0>>
<<set $level to 0>>
<<set $Players2 to 0>>
<<set $Fun2 to 0>>
<<set $seconds to 15>>
\*Types of Fun*\
<<set $fun to 0>>
<<set $beauty to 0>>
<<set $immersion to 0>>
<<set $soft to 0>>
<<set $cobra to 0>>
<<set $abbott to 0>>The door accurately predicted the condition of the Teacher's lounge. There is a circular table in middle with the laminate chipping on the edges surround by a disparate collection of chairs gathered over the years. Strewn across the table is an actual [[newspaper|Accreditation]] left by a teacher that is a old as the smell of burnt popcorn woven into the ragged carpet.
This is bonus material. Feel free to explore, or head back to your [[classroom|Three Doors]].
A [[Book Shelf]] sits in the corner with a selection of educational texts. On a desk next to the shelf is an ancient [[computer|Pong]]. The copy machine is clattering as it spits out [[copies|Professional Growth]] . On a table in the center of the room is an abandoned game of [[monopoly|Monopoly Poster]] and what looks like someones [[journal|Personal Journey]]
The only sign of modernity is a brightly colored flyer on the bulletin board advertising a new [[Learning Management System|Badges]]. Also, somone must have spike your coffee with LSD because you see two [[robots]] deep in discussion in the corner.
The Pavlovian bell rings signaling the end of your lunch and the onslaught of dodging students slamming [[lockers|The Grind]] as you head to class.
You can return to your [[classroom|Three Doors]] if you forgot something.
<<if $abbott lt 1>><<audio "abbott" play>>
<</if>><!DOCTYPE html>
<html>
<head>
<title>Basic Pong HTML Game</title>
<meta charset="UTF-8">
<style>
html, body {
height: 100%;
margin: 0;
}
body {
background: black;
display: flex;
align-items: center;
justify-content: center;
}
</style>
</head>
<body>
<canvas width="750" height="585" id="game"></canvas>
<script>
const canvas = document.getElementById('game');
const context = canvas.getContext('2d');
const grid = 15;
const paddleHeight = grid * 5; // 80
const maxPaddleY = canvas.height - grid - paddleHeight;
var paddleSpeed = 6;
var ballSpeed = 5;
const leftPaddle = {
// start in the middle of the game on the left side
x: grid * 2,
y: canvas.height / 2 - paddleHeight / 2,
width: grid,
height: paddleHeight,
// paddle velocity
dy: 0
};
const rightPaddle = {
// start in the middle of the game on the right side
x: canvas.width - grid * 3,
y: canvas.height / 2 - paddleHeight / 2,
width: grid,
height: paddleHeight,
// paddle velocity
dy: 0
};
const ball = {
// start in the middle of the game
x: canvas.width / 2,
y: canvas.height / 2,
width: grid,
height: grid,
// keep track of when need to reset the ball position
resetting: false,
// ball velocity (start going to the top-right corner)
dx: ballSpeed,
dy: -ballSpeed
};
// check for collision between two objects using axis-aligned bounding box (AABB)
// @see https://developer.mozilla.org/en-US/docs/Games/Techniques/2D_collision_detection
function collides(obj1, obj2) {
return obj1.x < obj2.x + obj2.width &&
obj1.x + obj1.width > obj2.x &&
obj1.y < obj2.y + obj2.height &&
obj1.y + obj1.height > obj2.y;
}
// game loop
function loop() {
requestAnimationFrame(loop);
context.clearRect(0,0,canvas.width,canvas.height);
// move paddles by their velocity
leftPaddle.y += leftPaddle.dy;
rightPaddle.y += rightPaddle.dy;
// prevent paddles from going through walls
if (leftPaddle.y < grid) {
leftPaddle.y = grid;
}
else if (leftPaddle.y > maxPaddleY) {
leftPaddle.y = maxPaddleY;
}
if (rightPaddle.y < grid) {
rightPaddle.y = grid;
}
else if (rightPaddle.y > maxPaddleY) {
rightPaddle.y = maxPaddleY;
}
// draw paddles
context.fillStyle = 'white';
context.fillRect(leftPaddle.x, leftPaddle.y, leftPaddle.width, leftPaddle.height);
context.fillRect(rightPaddle.x, rightPaddle.y, rightPaddle.width, rightPaddle.height);
// move ball by its velocity
ball.x += ball.dx;
ball.y += ball.dy;
// prevent ball from going through walls by changing its velocity
if (ball.y < grid) {
ball.y = grid;
ball.dy *= -1;
}
else if (ball.y + grid > canvas.height - grid) {
ball.y = canvas.height - grid * 2;
ball.dy *= -1;
}
// reset ball if it goes past paddle (but only if we haven't already done so)
if ( (ball.x < 0 || ball.x > canvas.width) && !ball.resetting) {
ball.resetting = true;
// give some time for the player to recover before launching the ball again
setTimeout(() => {
ball.resetting = false;
ball.x = canvas.width / 2;
ball.y = canvas.height / 2;
}, 400);
}
// check to see if ball collides with paddle. if they do change x velocity
if (collides(ball, leftPaddle)) {
ball.dx *= -1;
// move ball next to the paddle otherwise the collision will happen again
// in the next frame
ball.x = leftPaddle.x + leftPaddle.width;
}
else if (collides(ball, rightPaddle)) {
ball.dx *= -1;
// move ball next to the paddle otherwise the collision will happen again
// in the next frame
ball.x = rightPaddle.x - ball.width;
}
// draw ball
context.fillRect(ball.x, ball.y, ball.width, ball.height);
// draw walls
context.fillStyle = 'lightgrey';
context.fillRect(0, 0, canvas.width, grid);
context.fillRect(0, canvas.height - grid, canvas.width, canvas.height);
// draw dotted line down the middle
for (let i = grid; i < canvas.height - grid; i += grid * 2) {
context.fillRect(canvas.width / 2 - grid / 2, i, grid, grid);
}
}
// listen to keyboard events to move the paddles
document.addEventListener('keydown', function(e) {
// up arrow key
if (e.which === 38) {
rightPaddle.dy = -paddleSpeed;
}
// down arrow key
else if (e.which === 40) {
rightPaddle.dy = paddleSpeed;
}
// w key
if (e.which === 87) {
leftPaddle.dy = -paddleSpeed;
}
// a key
else if (e.which === 83) {
leftPaddle.dy = paddleSpeed;
}
});
// listen to keyboard events to stop the paddle if key is released
document.addEventListener('keyup', function(e) {
if (e.which === 38 || e.which === 40) {
rightPaddle.dy = 0;
}
if (e.which === 83 || e.which === 87) {
leftPaddle.dy = 0;
}
});
// start the game
requestAnimationFrame(loop);
</script>
</body>
</html>
[[wooden door]]
<<set $abbott to $abbot+1>><<audio ":playing" fadeoverto 2 0>>
You must really like going to school. Since you love it so much, perhaps you want to be a teacher. Feel free to skip the rest of the grind and procide through the [[flaming ring|Magic Circle]]
<<set $ela to 1; $hist to 1; $sci to 1; $fine to 1; $pract to 'Ctrl-c'; $pers to 1; $math to 1; $grade to 1; $diploma to true; $schedule to true>>
If you prefer, you can return to [[The Grind]]. <<if $grade gte 1 and $ela is 1 and $math is 1 and $hist is 1 and $sci is 1 and $fine is 1 and $pract is 'Ctrl-c' and $pers is 1 and $diploma is true and $schedule is true>>
<video autoplay loop id="myVideo">
<source src="images6/Game On.mp4" type="video/mp4">
</video>
<<timed 24.5s>><<goto "Magic Circle">><</timed>>
<<else>><<goto "Magic Circle">><</if>>
<<audio ":playing" pause>><video autoplay loop>
<source src="images6/Skinner.mp4" type="video/mp4">
</video>
You are a rat in the cage. Press the button below to get all your credits.
<center><<button "Cool Rat" "give up">><</button>><<button "Ewww" "Free Play">><</button>></center>
<<audio "rat" play >>
<h2>Bibliography and Additional Reading</h2>
<b>Books</b>
Hon, Adrian. You've Been Played How Corporations, Governments, and Schools Use Games to Control Us All. Basic Books, 2022.
<a href="https://www.google.com/books/edition/You_ve_Been_Played/cY1XEAAAQBAJ?hl=en&gbpv=1">Google Books</a>
Huizinga, Johan. Homo Ludens A Study of the Play-Element in Culture. Angelico Press, 2016.
<a href="https://www.google.com/books/edition/_/B6rLjwEACAAJ?sa=X&ved=2ahUKEwiExtP-gvf8AhWDjYkEHdelCBgQ8fIDegUILhCMAQ">Google Books</a>
Koster, Ralph . A Theory of Fun for Game Design. 2nd ed., O'Reilly Media, 2014.
<a href="https://www.google.com/books/edition/Theory_of_Fun_for_Game_Design/3TAKAgAAQBAJ?hl=en&gbpv=1&dq=A+Theory+of+fun&printsec=frontcover">Google Books</a>
<b>Interwebs Research</b>
Bartle, Richard. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs.
https://www.researchgate.net/publication/247190693_Hearts_clubs_diamonds_spades_Players_who_suit_MUDs
Ferdig, Richard & Winn, Brian. (2009). The Design, Play, and Experience Framework. 10.4018/978-1-59904-808-6.ch058
https://www.igi-global.com/gateway/chapter/20133
"Flow Theory in Game Design." Void 1, 1 Mar. 2020. https://www.void1gaming.com/post/flow-theory-in-game-design
Garneau, Pierre-Alexandre. "Fourteen Forms of Fun." Gamedeveloper.Com, 21 Oct. 2001, https://www.gamedeveloper.com/design/fourteen-forms-of-fun .
Hunicke, Robin, et al. "MDA: A Formal Approach to Game Design and Game Research." Northwestern.Edu, 1 Jan. 2004, https://users.cs.northwestern.edu/~hunicke/MDA.pdf .
Konstantin Mitgutsch and Narda Alvarado. 2012. Purposeful by design?: a serious game design assessment framework. In Proceedings of the International Conference on the Foundations of Digital Games (FDG '12). ACM, New York, NY, USA, 121-128.
http://hdl.handle.net/1721.1/100701
Malone, Thomas, and Lepper, Mark . "Making Learning Fun: A Taxonomy of Instrinsic Motivation for Learning." Aptitude, Learning and Instruction, vol. 3, 1987, pp. 223-253, https://ocw.metu.edu.tr/pluginfile.php/2340/mod_resource/content/0/ceit706/week3/MakingLearningFun-ATaxonomyOfIntrinsicMotivationsForLearning.pdf .
Mitgutsch, K., & Alvarado, N. (2012). Purposeful by design? Proceedings of the International Conference on the Foundations of Digital Games. https://doi.org/10.1145/2282338.2282364
Pilon, Mary. "The Secret History of Monopoly: The Capitalist Board Game’S Leftwing Origins." The Guardian, 11 Apr. 2015. https://www.theguardian.com/lifeandstyle/2015/apr/11/secret-history-monopoly-capitalist-game-leftwing-origins
Plass, Jan & Homer, Bruce & Kinzer, Charles. (2015). Foundations of Game-Based Learning. Educational Psychologist. 50. 258-283. 10.1080/00461520.2015.1122533 .
https://files.eric.ed.gov/fulltext/EJ1090277.pdf
Sherry, John, and Pacheco, Angela . "Matching Computer Game Genres to Educational Outcomes." Electronic Journal of Communication, 2006, https://www.academia.edu/2747736/Matching_computer_game_genres_to_educational_outcomes . Accessed 3 Feb. 2023.
Tisza, Gabriella, and Maropoulos, Panos. "FunQ: Measuring the Fun Experience of a Learning Activity with Adolescents." Current Psychology, no. March, 2021, https://doi.org/10.1007/s12144-021-01484-2 . Accessed 2 Feb. 2023.
Willis, Judy. "The Neuroscience of Joyful Education." ASCD, vol. 64, 2007, https://www.ascd.org/el/articles/the-neuroscience-of-joyful-education . Accessed 2 Feb. 2023.
<h2>Additional Links and Fun Stuff</h2>
Test of Gamer Psychology
http://matthewbarr.co.uk/bartle/
<b>Podcast</b>
Ludology: A Podcast About the "Why" of Gaming
https://ludology.libsyn.com/
[[wooden door]]
<<set $abbott to $abbot+1>>Congratulations! You found the short cut. If you just take the equivalency exam we will give you the piece of paper anyway, and you don't have to keep searching the maze for your cheeses.
You can go directly through the [[flaming ring|video]].
<<set $ela to 1; $hist to 1; $sci to 1; $fine to 1; $pract to 'Ctrl-c'; $pers to 1; $math to 1; $grade to 1; $diploma to true; $schedule to true>>
<h1>You are in Softlock</h1>
A situation that is not losing or a bug in the game, but where you have reached a point that can't be escaped given your current level or equipment.
This eventually leads to players giving up.
You have been here four years and you have fallen behind in credits due to either transferring, illness, or other personal trauma. We don't offer enough credits for you to graduate in the alloted amount of time but you should continue to attend school because.
<b>In this case I will eventually let you out, but you need to wait a little while.</b>
<<if $soft lte 2>>
<<timed 7s>><<goto "Softlock">><</timed>>
<<else>>
<<timed 12s>>Since this is a game, we will let you respawn.<<goto "The Grind">><</timed>>
<</if>>
<<set $soft to $soft+1>>
<<audio ":playing" pause>>Your final exam is below.
<<include "Timer">>
Finish the quote from William Shakespeare
All the world is a<span style="border-bottom: 1px solid black;"> </span>.
A. Stage
B. Dumpster Fire
C. Play
D. Vampire
<center><<button "A" "Correct">><<set $ela to $ela+1>><</button>> <<button "B" "Incorrect">> <</button>> <<button "C" "Incorrect">> <</button>> <<button "D" "Incorrect">> <</button>></center>
Your final exam is below.
<<include "Timer">>
True or False
You will use the Pythagorean Theorum in your life time.
<center><<button "True" "Correct">><<set $math to 1>><</button>> <<button "False" "Correct">>><<set $math to 1>> <</button>> </center>
Your final exam is below. You could answer the question, but you are distracted by a [[rat|Skinner Box]] in an aquarium on the counter running along the back of the room
<<include "Timer">>
What is the difference between a scientific law and theory
a. A law can never be broken and a theory is never true
B. A law describes the world and a theory is an attempt to explain why
c. A law is a fact and a theory is a guess
D. They are the same thing
<center><<button "A" "Incorrect">><</button>> <<button "B" "Correct">><<set $sci to 1>><</button>> <<button "C" "Incorrect">><</button>> <<button "D" "Incorrect">><</button>>
</center>
Your final exam is below. You could take the test, but your friend texts you during class. Do you [[respond|Classroom Dojo]] or answer the question?
<<include "Timer">>
Place these American wars in order
A. Civil War
B. Korean War
C. WW I
D. Afghanistan
<center><<button "BCDA" "Incorrect">><</button>> <<button "BACD" "Incorrect">> <</button>> <<button "ACBD" "Correct">> <<set $hist to 1>> <</button>> <<button "DBCA" "Incorrect">> <</button>></center> Your final exam is below. You are late to your next class but you haven't cleaned your brushes. Do you leave a [[mess|Classroom Dojo]] or clean them, answer the question, and ask the art teacher for a pass?
<<include "Timer">>
Who painted this?
<img src="images6/basquiat.jpg" class="center" style="width:208.5px;height:229.5px;">
A. Vincent Van Gogh
B. Leonardo DaVinci
C. Jean-Michel Basquiat
D. Mary Cassat
<center><<button "A" "Incorrect">><</button>> <<button "B" "Incorrect">> <</button>> <<button "C" "Correct">><<set $fine to 1>><</button>> <<button "D" "Incorrect">> <</button>></center>
Your final exam is below.
Which keyboard shortcut do you use to copy text? Use it to copy and PASTE the correct answer in the text box below.
<<include "Timer">>
Ctrl-z
Ctrl-v
Ctrl-x
Ctrl-c
<<textbox "$pract" "paste here" [[Practical Art]]>>
<center><<button "Check Answer" >><<if $pract is 'Ctrl-c' >><<goto "Correct">><<else>><<goto "Incorrect">><</if>> <</button>> </center>
Your final exam is below.
Congratulations we taught you how to write a personal check.
<<timed 3s>><<goto "Correct">><</timed>>
<<set $pers to 1>><<timed 5s>><<goto "Free Play">><</timed>>
<<audio "correct" play >>
<<if $ela gte 1>><b>ELA:</b> Indeed, "And all the men and women merely players." You can pull this quote out to impress snooty friends.<</if>>
<<if $math is 1>><b>Math:</b> It doesn't really matter because you might. All knowledge is useful. But really, probably not.<</if>>
<<if $sci is 1>><b>Science:</b>This is very important info for any and all arguments on Twitter.<</if>>
<<if $hist is 1>><b>History:</b>Congratulations, but it does seem like we fight a lot. It is probably more important to understand why.<</if>>
<<if $fine is 1>><b>Fine Art:</b>Basquiat is amazing. You should check out more of his work. You can also use this information to impress people.<</if>>
<<if $pract is 'Ctrl-c'>><b>Practical Art:</b>You now have the ability to cheat on essays.<</if>>
<<if $pers is 1>><b>Personal Finance:</b>This is archaic knowledge like almost everything you learn in this class will be.<</if>>
<<if $ela is 1 and $math is 1 and $sci is 1 and $hist is 1 and $fine is 1 and $pract is 'Ctrl-c' and $pers is 1>> You have all of your credits. <</if>>
<<timed 3s>><<goto "Free Play">><</timed>>
<<audio "wrong" play >>
You will be redirected to your courses.Your final exam is below.
In <i>Parable of the Sower</i> by Octavia Butler the symbol of fire is both destructive and life-giving. Discuss how the symbol of fire is used througout the novel and how it would be viewed through Lauren's religion, Earthseed.
<<if $turnit is 0>>Turn in your essay to [[Turn-it-in]]
<<elseif $turnit is 1>>You have convinced the teacher to give you another chance. You [[passed|Free Play]] the class.<<set $ela2 to $ela2+1>><</if>>"There have been many attempts to define game," proclaimed the Magister, all of them are similar." As he spoke definitions began to appear on the chalk/white/Smart board behind him.
<span id ="def1">“A series of meaningful choices” ~Sid Meier creator of Civilization</span>
<div class="row">
<div class="column"><<link "Definition 1">>
<<replace "#def1">>“A series of meaningful choices” ~Sid Meier creator of Civilization<</replace>>
<</link>></div><div class="column"><<link "Definition 2">>
<<replace "#def1">>“One or more causally linked series of challenges in a simulated environment” ~Ernest Adams & Andrew Rolling authors of Andrew Rollings and Ernest Adams on Game Design<</replace>>
<</link>></div><div class="column"><<link "Definition 3">>
<<replace "#def1">>“A system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” ~Katie Salen and Eric Zimmerman authors of Rules of Play<</replace>>
<</link>></div><div class="column"><<link "Definition 4">>
<<replace "#def1">>“Games serve as a very fundamental and powerful learning tools.”
“If games are essentially models of reality, then the things that games teach us must reflect reality” ~Ralph Koster author of A Theory of Fun for Game Design<</replace>>
<</link>></div><div class="column"><<link "Definition 5">>
<<replace "#def1">>"The best games are patient and forgiving teacher, allowing players to experiment and improvis, and when they're ready, helping them soar." ~Adrien Hon author of You've Been Played<</replace>>
<</link>></div><div class="column"><<link "Definition 6">>
<<replace "#def1">>Players “gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.”
https://www.pblworks.org/what-is-pbl<</replace>>
"This definition is actual of project based learning. Note the similarities"
<</link>></div>
</div>
"Most agree that games consist of four defining elements and schools are are good or at least competent at three of these. Every game consists of a [[goal]], a [[rule set]], a [[feedback system]] and [[voluntary action]]. Click on the links to see what schools already do.
Write about a time that you used games to teach or learn.
<iframe src="https://docs.google.com/forms/d/e/1FAIpQLSfj5c68mONicZKm4uuUs0ECCQTZqTi5pXHKlIqUCxkXA2wfTg/viewform?embedded=true" width="640" height="407" frameborder="0" marginheight="0" marginwidth="0">Loading…</iframe>
After you have submitted your story to the Google Form, click the button below because my coding ability doesn't cover Java Script yet.
<<button [[Submit|parallels]]>><<set $level to $level+1>><</button>>
<style>
body {
background-image: url('images6/webb2.jpg');
background-repeat: no-repeat;
background-size: cover;
color: white;
}
</style>
<p><h1>Beauty</h1>This is the aesthetics of the lesson. How do we add visual, aural and tactile sensations to entice the students?
Obviously adding images to assignments should be considered.
Songs and ambient noise can be used to set the appropriate mood. Sometimes it can be as simple as having a nice pen with the perfect weight gliding across the page.
[[Fun]]
<<return "Previous Page">>
</p>
<<set $beauty to $beauty+1>>
<<set $fun to $fun+1>>
<<audio "space" play>>
<style>
body {
background-image: url('images6/pandora.png');
background-repeat: no-repeat;
background-size: cover;
color: white;
}
</style>
<p><h1>Immersion</h1>"You have entered the Na'vi homeworld of Pandora.------------ Just kidding, but you get the point."
"We have language immersion schools, but why limit it. All schools should be immersion schools"
"This is your escape from reality. In gaming it means that you are in the 'realm.' In the classroom it means that you are so engaged in the content and the FANTASY surrounding it, that your temporarily forget other problems. Give the students roles to play or transform the classroom into a different world."
[[Fun]]
<<return "Previous Page">></p>
<<set $immersion to $immersion+1>>
<<set $fun to $fun+1>>Intellectual Problem Solving
"Games such as chess and Tetris are <<if $wrong2 is 1>><b>roblem</b><<else>>roblem<</if>> solving games. As a student I loved geometry <<if $wrong2 is 1>><b>poofs</b><<else>>poofs<</if>>. The concept of how to get from one state to another is <<if $wrong2 is 1>><b>fundamntal</b><<else>>fundamntal<</if>> for so much of what we do. Balancing equations in <<if $wrong2 is 1>><b>chemitry</b><<else>>chemitry<</if>> is another example. A Magister Ludi will present two conditions and ask the player to define the path between them. <<if $wrong2 is 1>><b>ometimes</b><<else>>ometimes<</if>> there is a single answer, but the more interesting problems offer multiple solutions so each student can design their <<if $wrong2 is 1>><b>signture</b><<else>>signture<</if>> move, plan, scheme, tactic or gambit"
Yuu must press the corrct button to get out of the room. The answer is provided by the text above, or you can just guess, but who knows what happens if you get it wrong.
<center><<button [[A|Fun]]>><<set $solve to true>><<audio "correct" play>><</button>><<button [[B|Solving]]>><<set $wrong2 to 1>><<audio "wrong" play>><</button>><<button [[C|Solving]]>><<set $wrong2 to 1>><<audio "wrong" play>><</button>><<button [[D|Solving]]>><<set $wrong2 to 1>><<audio "wrong" play>><</button>></center>
<<set $fun to $fun+1>>
[[Fun]] "My friend and fellow Magister Ludi, Alfie (Kohn), insists that competition is counter productive creating anxiety and lowering self-esteem. I'll admit that I have grown leery of it over the years. I also realize that competition is there whether we design it or not."
"My suggestion is to introduce competition in low stakes play environment. If it is in the form of a game like a rap battle then the risk to self-esteem is lower. It can also be viewed as goal setting so that the students compete against themselves. No matter your opinion on competition, I believe that it is important that we are aware of it presence."
<<set $fun to $fun+1>>
[[Fun]]
<<return "Previous Page">>"I know what you are thinking. They are already social, and I would agree. The issue is that we try to punish it instead of incorporating it. Build socializing into the lesson and call it collaboration. Have them 'phone-a-friend' when they are stumped by a problem. It is true that socialization is so fun that it often replaces all other motivations and leads a student astray, but I believe that if we provide the release valve then we can avoid the critical pressure that leads to ruptures. Structures such as think-pair-sha, jigsaws and team huddles are an excellent way to encourage productive socialization."
"Why don't you take a break and talk to your neighbor right now?"
<<set $fun to $fun+1>>
[[Fun]] <center><img src= "images6/banana.gif"></center>
"Educational games are often referred to as 'serious' games, but why? Why does it have to be serious? Have a joke answer on a multiple choice test. Include a a Far Side cartoon in every lesson. It's possible I promise."
<center><img src= "images6/dog.jpg"></center>
<<set $fun to $fun+1>>
[[Fun]]
/*FUNNY VIDEO*/<h1>Thrill of Danger</h1>
"We all agree that teachers should not place students in physical danger, but we can simulate the adrenaline rush by upping the stakes. It is hard to believe that some people find high stakes testing fun."
"for example, you are playing high card with a demigorgon. He is showing a <b>five of hearts</b>. If you lose you will forfeit all of the progress you have made in the types of fun. If you succeed, you can skip learning about the other types."
<<if $draw is not true>>
<<button 'Draw Card' 'Danger'>>
<<set $card to random(13)>>
<<set $draw to true>>
<</button>>
<</if>>
<<if $card is 1>>
<center>Ace of Clubs
You Lose.<<set $fun to 5>></center>
<<elseif $card is 2>>
<center>Two of Hearts
You Lose.<<set $fun to 0>></center>
<<elseif $card is 3>>
<center>Three of Diamonds
You Lose.<<set $fun to 0>> </center>
<<elseif $card is 4>>
<center>Four of Diamonds
You Lose.<<set $fun to 0>></center>
<<elseif $card is 5>>
<center>Five of Clubs (Tie goes to player)<<set $fun to 5>></center>
<<elseif $card is 6>>
<center>Six of Spades
You Win!<<set $fun to 5>></center>
<<elseif $card is 7>>
<center>Seven of Hearts
You Win!<<set $fun to 5>></center>
<<elseif $card is 8>>
<center>Eight of Clubs
You Win!<<set $fun to 5>></center>
<<elseif $card is 9>>
<center>Nine of Spades
You Win!<<set $fun to 5>></center>
<<elseif $card is 10>>
<center>Ten of Diamonds
You Win!<<set $fun to 5>></center>
<<elseif $card is 11>>
<center>Jack of Diamonds
You Win!<<set $fun to 5>></center>
<<elseif $card is 12>>
<center>Queen of Hearts
You Win!<<set $fun to 5>></center>
<<elseif $card is 13>>
<center>King of Clubs
You Win!<<set $fun to 5>></center>
<</if>>
[[Fun]] Physical activity is hard to pull off especially in a class crammed with over twenty students, so I am just going to say:
<center><div class="blink_me"><h1>RECESS</H1></div></center>
<<set $fun to $fun+1>>
[[Fun]] "I know, I know. Love. How am I supposed to use love in my lessons? The answer is character. This is easy in the case of literature, but we can also focus on the human connection in history. In science we can connect breakthroughs in science to the effects it has on real people.
Math, well, you're out of luck. Except that math is just another language to describe the world around us. That world happens to include people. Still, I am having a hard time coming up with a concrete example."
<nobr><span id="love"><center><img src= "images6/lovefrida.jpg"> </center></span>
<<timed 3s>><<replace "#love">><center><img src= "images6/lovehealth.jpg" ></center><</replace>><</timed>>
<<timed 6s>><<replace "#love">><center><img src= "images6/loveloving.jpg" ></center><</replace>><</timed>>
<<timed 9s>><<replace "#love">><center><img src= "images6/lovemilitary.jpg" ></center><</replace>><</timed>>
<<timed 12s>><<replace "#love">><center><img src= "images6/lovemlk.jpg" ></center><</replace>><</timed>>\
<<timed 15s>><<replace "#love">><center><img src= "images6/loveparishelen.jpg" ></center><</replace>><</timed>>
<<timed 18s>><<replace "#love">><center><img src= "images6/loverandj.jpg" ></center><</replace>><</timed>>
<<timed 21s>><<replace "#love">><center><img src= "images6/lovesports.png" ></center><</replace>><</timed>>
<<set $fun to $fun+1>>
[[Fun]] </nobr><center><img src= "images6/minecraft.gif"></center>
"The act of creation is to bring into existence something that was not there before. I would argue that it is the ultimate goal of education. It can be as simple as a shoe box diarama for a book report to create new rights and freedoms for people.
The recent ruckus over ChatGPT misses the point when it comes to education. It is merely a new tool for what students have been doing forever. Our designs should focus students toward a desire to create, so that the temptation of using artificial intelligence instead of there own does not esixt.
At the end of this presentation you will be given the opportunity to create your own game.
<<set $fun to $fun+1>>
[[Fun]] <center><img src= "images6/power.gif"></center>
"The word POWER in education has taken on a negative conotation and we haver replaced it with the word AGENCY. I don't thing anyone would take issue with giving students agency since it can be used to achieve an end.
We already use this to a certain extent when we give privileges to upper classman. You can use it in your classroom as well. As a student achieves a level they get power-ups such as extended time, additional choices, or access to resources."
<<set $fun to $fun+1>>
[[Fun]]
<<return "Previous Page">>Discovery is actually a type of learning proposed by Magister Ludi of the past such as Dewey and Piaget. The fact that it is a type of fun and we have basically been ignoring it for at least 60 years, just goes to show how wedded we are to the idea that school is work and not play.
Clearly, you are distracted by the [[trap door]]. You can go through it if you choose.
<<set $fun to $fun+1>>
[[Fun]] <img src="images6/graduate.png" witdth="256" height="256">
<h1>Advancement and Completion</h1>
"Gotta catch'em all!"
"This is the [[Level Up]] in The Grind. In a true game the rules for leveling up and completion would be explained early on. The problem with school is that many students seem to have no idea how to play this part of the game.
Advancement and completion are better if it they are tied into the immersion fantasy much like the levels you are going through now. I remember one lesson I designed about the blues and Northern migration. Students progressed through levels starting with Busker and Juke Joint Hero and ending with Blues Legend."
Cross the the stage and collect your diploma.
<center><<button "Diploma" "Fun">><<audio "pomp" play>><<set $level to $level+1>><</button>></center>
<<set $fun to $fun+1>>
[[Fun]] Application of Skill
I a game or sports environment this seems intuitive, but how do we let the students apply skills when we are teaching them?
Of course they come to your magic circle with skills already. The key is to recognize those skills and design your lessons so that students can use them. Can they sing or rap? Can they draw? Create awesome TikToks? Code?
Give them opportunities to apply their skills.
<<set $fun to $fun+1>>
[[Fun]] <center><img src="images6/Kreese.avif" width="700" height="350"><figcaption>Sensei Krees is definitely a killer, but Johnny probably is just an [[Achiever]]. </figcaption></center>
Yes, I know that the name is problematic for schools right now, but that is the fault of congress, not gaming.
The Killer is aggresive and motivated by competition. He gets great satisfaction from demonstrating skill greater then other players. Can be very disruptive.
Luckily, it is estimated that less than 1% of players are Killers.
What is the Cobra Kai motto?
A) Kill or be Killed
B)Strike first. Strike hard. No mercy.
C) Strength, Force, Power
D) Get Daniel LaRusso
<center><<button "A" "Players">><<set $kai to $kai+1>><</button>> <<button "B" "Players">> <<set $cobra to $cobra+1>><<set $level to $level+1>> <</button>> <<button "C" "Players">><<set $kai to $kai+1>> <</button>> <<button "D" "Players">> <<set $kai to $kai+1>> <</button>></center>
[[Players]] Achievers are self competers. They relish leveling up and earning badges. Ultimately, they want to win the game because while playing is fun, winning is funner.
Achievers account for approximately 10% of players.
[[Players]] I'm sure that we are all familiar with this type primarily because Bartle estimates that approximately 80% of players fall into this category. The interesting part is that they are like killers in that the game is secondary. While Killers are motivated by defeating other players, Socialites are motivated by building community and communicating with friends.
[[Social]]
[[Interpersonal Motivation]]
[[Players]] <center><img src=images6/enterprise.png></center>
Explorers take the road less travelled, not because it will make all the difference, but because there might be something cool down there. They are less interested in winning the game, than discovering easter eggs, items, and secret doors.
About 10% of players are Explorers.
<<audio "trek" play>>
[[Players]] <span id="countdown">You have $seconds seconds to complete the exam.</span>
<<silently>>
<<repeat 1s>>
<<set $seconds to $seconds - 1>>
<<if $seconds gt 8>>
<<replace "#countdown">>You have $seconds seconds to complete the exam.<</replace>>
<<elseif $seconds lte 8 and $seconds gt 0>>
<<replace "#countdown">>Class is ending in $seconds seconds.<</replace>><<audio "bell" play>>
<<else>>
<<replace "#countdown">><</replace>>
<<audio "wrong" play>><<timed 2s>><<goto "Free Play">><</timed>>
<<stop>>
<</if>>
<</repeat>>
<</silently>><center><img src=images6/cotter.jpg></center>
<center><figcaption>Not all Magister Ludi wear robes!</figcaption></center>
You are curious about my title which may soon be yours.
This is your ultimate goal. I learned about the term Magister Ludi in <i>Homo Ludens: A Study of the Play-Element in Culture</i> by Johan Huizinga. Which led me to a book by Herman Hesse, <i>The Glass Bead Game</i>.
When you look up the term on Wikipedia it will reverse the order and inform you that it means school master. Where it gets interesting is when you click on the Latin word for school, [[ludus|etymological]].
Ludus can mean school, but also board game or gladiator training, so Ludi Magister (Magister Ludi) can be read as game master which is exactly the role of the main character in Hesse's book.
Huizinga describes a magic circle as:
“The arena, the card-table, the magic circle, the temple, the stage, the screen, the tennis court, the court of justice, etc, are all in form and function play-grounds, i.e. forbidden spots, isolated, hedged round, hallowed, within which special rules obtain. All are temporary worlds within the ordinary world, dedicated to the performance of an act apart.”
Examples:
<b>Sports</b> - diamond, ring, field, pitch, court, deck, a bar on trivia night
<b>Government</b> - courtroom, congress, parliament, school board meeting, city council, debate stage
<b>Religion</b> - church, mosque, temple, kiva
<center>AND</center>
The Classroom
<<audio "kotter" play>>
<<return "Previous Page">>Essential questians are riddles
noun-
a question or statement intentionally phrased so as to require ingenuity in ascertaining its answer or meaning, typically presented as a game.
Or philosophical though experiments meant to raise further questions.
<ul>
<li>Does music create culture, or vice versa?</li>
<li>How is math an art form?</li>
<li>Is life always balanced?</li>
<li>Is fair always equal? Is equal always fair?</li>
<li>What does it mean to be human?</li>
<li>Because we can, should we?</li>
<li>Who is an American?</li>
<li>How can learning about other cultures teach us about our own?</li>
<li><b>SHOULD SCHOOL BE CONSIDERED A GAME?</b></li>
</ul>
The point is to get the learner to see the world differently.
For example:
"I am the beginning of everything, the end of everywhere. I'm the beginning of eternity, the end of time & space. What am I?"
<<textbox "$question" "Your Answer" [[parallels]]>>
Hit Enter
[[parallels]]
The Magister Ludi opens immense leather bound book.
"Shall we exlpore the etymological underpinnings of what we call school?"
School
This is from Greek skholē "spare time, leisure, rest, ease; idleness; that in which leisure is employed; learned discussion;" also "a place for lectures, school;" originally "a holding back, a keeping clear," from skhein "to get" (from PIE root *segh- "to hold") + -olē by analogy with bolē "a throw," stolē "outfit," etc.
The basic sense of the Greek word is "leisure," which passed to "otiose (serving no practical purpose) discussion" (in Athens or Rome, the favorite or proper use of free time), then it came to be used for the place for such discussion.
Ludus - The Greeks also used this word to mean school specifically the primary grades, but it also means game, hence Magister Ludi.
Campus "college grounds," 1774, from Latin campus "flat land, field," (related terms gambol, scamper, and champion)
As you can see many of the words we use to describe the institutions of education have a deep connection to play and games.
[[parallels]] <span id="dungeon"><center><img src= "images6/dungeon.jpg" style="width:540x;height:399.6px;"><figcaption>"No, no, no. That is all wrong. Let me fix it."</figcaption></center></span>
<<timed 5s>><<replace "#dungeon">><center><img src= "images6/treasure.jpg" style="width:600x;height:348px;"><figcaption>"That's better"</figcaption></center><</replace>><</timed>>
"I'm so old that I played Dungeon and Dragons on paper in a suburban family room, but with the Internet those experiences moved online an were called MUDs (multi-user dungeon ). In both cases it was a team of people working colaboratively to achieve a goal. In the ideal world this should be what a classroom is."
"Educators started to take advantage of the communication powers of the web and created massive open online courses (MOOC). Unfortunately they haven't always been successful. I think they need to be more like World of Warcraft (MMORPG), and less a collection of recorded lectures."
"An interesting analogy is that of an escape room. Often a class is viewed by students as a cell that they have been locked in. The teacher gives them a series of puzzles they have to complete in order to escape. We just need to make the puzzles more interesting."
"Speaking of puzzles, try this."
"Rearrange the letters in 'gateman' to get an object that when presented to him would allow you to pass."
<<textbox "$puzzle" "Your Answer" [[parallels]]>>
Hit Enter<<audio "correct" play >>
<center><img src="images6/check.png"></center>
<<timed 5s>><<goto "Game">><</timed>><<audio "correct" play >>
<center><img src="images6/check.png"></center>
<<timed 5s>><<goto "Game">><</timed>><<audio "correct" play >>
<center><img src="images6/check.png"></center>
<<timed 5s>><<goto "Game">><</timed>><center><img src="images6/ex.png" width="420" height="429.5"></center>
"The system is called COMPULSARY! Take a look at the law for Missouri."
<b>Section 167.031, RSMo, states that any parent, guardian or other person having custody or control of a child between the ages of seven (7) and the compulsory attendance age for the district, must ensure that the child is enrolled in and regularly attends public, private, parochial, home school or a combination of schools for the full term of the school year.</b>
"The U.S. Constitution does not provide for the right of education, but Missouri 'shall establish . . . gratuitous instruction of all persons in this state within ages not in excess of twenty-one years. ..' Clearly this was done because 'A general diffusion of knowledge and intelligence (is) essential to the preservation of the rights and liberties of the people,' an honorable goal."
"So, as you can see, the legislators had lofty goals, but has lost track of those in favor of testing regimens and career prepartion during the intervening years."
"A Magister Ludi must reclaim the original intent of education to preserve rights and freedoms. A Magister Ludi must free the mind, not confine it in a classroom for a prescribed number of hours. We must design a curriculum that allows students to voluntarily act within the larger compulsory environment"
[[Game]]
<<audio "wrong" play >>
<<set $level to $level+1>>"Goals, learning targets, objectives whatever you want to call them, they are an integral part of education and gaming. Players need to know what the point is. This was my entry point for the connection between games and education. Anytime you look a the directions for a game from the simple, Candyland, to the complex, Axis & Allies, they all have one thing in common, the Object.
While the goal is certain, attaining that goal must be uncertain. There is no guarantee of victory. This may seem harsh in a classroom, but that is because you are still seeing it as high-stakes instead of a game.
In order to insure that all players eventually succeed, it is essential that there is frequent, clear, constructive, and encouraging feedback in order to maintain the self-esteem of the player. Having multiple levels/steps with save points also helps in this regard."
[[Intrinsic Motivation]] <span id= "blackbox"><center><img src= "images6/blackbox.jpeg" ></center></span>
<center><<link "`Curiouser and curiouser!' ">><<replace "#blackbox">><center><img src= "images6/deadcat.jpg" ></center><</replace>><</link>></center>
The adage stating that "curiosity killed the cat" is a scare tactic used by adults to discourage curiosity and thus deny them certain knowledge. Instead we should be encouraging them to follow the white rabbit down the hole and "feed your head, feed your head."
Cognitive Curiosity - This type of curiosity is driven by a drive to bring about "good form." If there is an inconsistency or paradox a player may want to solve it, if there is missing information a play may be driven to fix this incompleteness, or if a situation is lacking efficiency a player may want to streamline the process.
Others have speculated that curiosity can be driven by a desire to know more about a subject. We have all experienced this when a students claims that she is just not interested in a topic.
Sensory Curiosity - This type refers to attention attracting variations. It is closely related to [[beauty|Beauty]] fun type, but it involves changing the aesthetics to keep the player guessing about what is coming next.
I wonder . . .
<center><<button "Drink Me" "shrink">><<set $level to $level+1>><</button>></center>
[[Intrinsic Motivation]]
<<audio "rabbit" play >><center><img src= "images6/pawn-queen.jpg" ></center>
Nobody wants to be a pawn subject to the whims of external forces.
The amount of power a student feels is related to three concepts.
Choice is one that we have heard plenty of and we have also experienced the paralysis caused by too much choice. Too many choices can lead to frustration instead of satisfaction.
Contingency means the outcomes are truly dependent on the choices made by the students. If there is no cause & effect relationship students/players will come to believe that the outcomes are truly random. This is often what happens with [[grades|Tetrahedral Die]].
Power - Another way to take advantage of the motivation provided by control is to make sure that choices and actions have powerful effects. Do not confuse this with high stakes. We don't want a wrong choice to have impact in the real world. If you have already looked at the types of fun you may have notice that [[Power]] is one of them.
[[Intrinsic Motivation]] <div class="blink_me"><center><img src="images6/Oregon-Trail.jpg"></center></div>Fantasy is closely related to the [[Immersion]] type of fun.
<b>Emotional Aspects</b> - Clearly students have different emotional viewpoints, but there is almost universal acceptance of narrative and character. If there is a story to follow and a character to identify with then students are more likely to be motivated.
<b>Cognitive Aspects</b> - Some researchers have claimed that the underlying structure of learning is metaphors and analogies. A teacher can construct a fantasy that helps students connect to prior experience and learning.
It is not enough to layer a [[lame fantasy|Chocolate]] on top of a current lesson.
[[Intrinsic Motivation]]
"We have been talking about motivation that is intrinsic to the player, but there is is also motivation that is intrinsic to the lesson. It is telling that this is yet another motivational factor that overlaps with fun, [[Competition]] and cooperation. These are both very powerful tools with potential to propel players toward greatness or lead to antagonism and loss of self-esteem.
As Magister Ludi, we need to make sure they are implemented intentionally and not just allowed to encroach on the classroom like black mold.
Recognition
[[Intrinsic Motivation]]
<b>Game Example #1</b>
The 7th grade curriculum included a short story by Agatha Christie. I will say it was <i>Witness for the Prosecution</i>, but I am not entirely sure that is true and it is not relevent to my point which is that students were learning about deductive reason. I considered how I learned about it and realized that my formative years playing Clue! with my sister were quite instructive, so I decided to design a massive game of clue with our middle school team of teachers. I randomly chose a weapon, suspect, and location from the deck. (In retrospect it would have been more interesting if I had made a school specific version.) I made poster size versions of the cards and posted them on the wall in the hallway. They were facing the wall so that students could not see them. An advantage of doing this in middle schools was that none of the students were tall enough to peak under the posters.
Each teacher on the team was given a set of cards, and after students complete subject specific tasks in those classes a card would be revealed to them, so they could check it off of their lists.
Enthusiasm and engagement were high, so students were always asking to see a new card. As you can imagine there was quite a bit of competition, but I was surprise to see the amount of cooperation going on.
<b>Game Example #2</b>
The high school was preparing to embark on an all school read of <i>The Curious Incident of the Dog in the Night-Time</i> by Mark Haddon. As a member of the committee I was in charge of promotion. Never one to just put up a bunch of posters I decided to do what I called a virala marketing campain, but waht was actually an alternate reality game.
Inspired by the marketing campaign for the movie A.I. that built the movies world over a series of forty websites I decided to create a world in which the book's central character, Christopher Boone, would communicate with students and families.
I created a series of posters promoting autism awareness and placed an email address so that interested parties could reach out. If I had been more sophisticated and/or knew that they existed, I would have had a chatbot respond, but my plan was to take on the role of Christorpher Boone. I was also working with the district to set up a phone line with a recorded message. Unfortunately, the whole thing was shut down because some community members found out about some bad words in the book.
I also wasn't aware that I would still have my Google account all these years later. I had created it just for the purposes of this game with the email address christopherbooneucity@gmail.com, but then associated it with my Yahoo email address, so this artifact will forever be associated with me.
<b>Game Example #3</b>
This one isn't a clearly a game, but it did allow the students to role play and immerse themselves into a fantasy. For a while I was teaching <i>Seven Samurai</i>. It started out as a way to connect with students by trying to connect the Bushido code with the "code of the street" because I was teaching students on long term suspension. When I moved it into my regular alternative school classes, I still emphasized Bushido.
<center><img src="images6/honor.jpg"></center>
The students would pick one of the elements of the code as a lens to watch the movie and analyze the characters. Each virtue is associated with a Kanji symbol. The goal was to have the students identify with that symbol and theoretically start to think of others with that symbol as team members.Eventually, students would create a poster demonstating the values of Bushido in the film, another pop culture figure, and a real samurai.
<center><img src="images6/Courage.jpg" width="675" height="900"></center>
<b> Game Example #4</b>
Shakespeare Festival (RPG) (LARP)
[[wooden door]]
<<set $abbott to $abbot+1>>Enjoy this student poem about Hot Pockets, or return to [[Discovery]] .
<iframe width="560" height="315" src="https://www.youtube.com/embed/FHHcWUjUttE" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe><center><img src="images6/alice.jpg"></center>
You did drink and shrink, but no cats died. Congratulations on your curiosity. You have earned points toward a new level.
<<timed 5s>><<goto "Intrinsic Motivation">><</timed>>[[Magic Circle]]
Professors at MIT haTve attempted to come up with a framework to evaluate "serious" games.
Their framework included:
<ul>
<li>purpose</li>
<li>content,</li>mechanics,
<li>narrative</li>
<li>aesthetics</li>
<li>framing (scaffolding)</li>
<li>coherence</li>
</ul>
As you can see some of this is very similar to lesson design. We clearly take into consideration purpose, content, framing and coherence.
Throughout your journey I have been advocating that we give similar weight to mechanics (the students' actions and choices), narrative, and aesthics.
[[Magic Circle]]
I really hope you enjoyed this experience. If you have additional comments or suggestions you can contact me at cholden@ucityschools.org or find me on Twitter @classwords.
<<click "Restart">><<script>>
state.restart();
<<endscript>><</click>>You are now a Magister Ludi. Below is a link to an evaluation developed by Gabriella Tisza a researcher a Eindhoven University of Technology in the Netherlands.
[[FunQ]]
If you want to continue your journey or revisit some of the ideas that you have already encountered you can return to the magic circle as a NOOB.
[[Magic Circle]]
<<set $level to 0>><center><img src="images6/fountain.webp"></center>
<b>Endogenous v. Exogenous</b> - Exogenous fantasies are usually what can be referred to as chocolate covered brocolli. It assumes that education is a necessary evil, like brocolli, and attempts to cover it in chocolate or a gimmick that attempts to mask the sour taste but does not take into account the overall flavor. It is like a Jeopardy review game or Kahoot. A more visual example would be a space ship that moves forward every time you get a math problem right. The terms student and scholar are also an attempt to create a fantasy that while they are within the walls of the school they are different than than their normal self.
An endogenous fantasy there is a connection between the skill being learned and the fantasy depend on each other. If we refer back to the space ship example, and endogenous fantasy could involve plotting coordinates or calculating fuel consumption. In this way the success or failure of the player/student is dependent on the skills and not just a one size fits all chocolate shell.
[[Fantasy]] <video autoplay loop id="myVideo">
<source src="images6/Wormhole.mp4" type="video/mp4">
</video>
<<timed 19s>><<goto "Immersion">><</timed>><<if $play lt 1>>
<center><<button "START">><<set $play to 1>><<goto "Play">><</button>></center>
<<else>>
<<audio "type" play>>
<span id="play2"><<type 100ms>><center><h1>Shall we play a game?</h1></center><</type>></span>
<<timed 3s>><<set $play to 1>><<replace "#play2">><center><div class="blink_me2"><h1>Shall we play a game?</h1><<audio "shall" play>></div></center><</replace>><</timed>>
<<timed 6s>><<goto "Three Doors">><</timed>><</if>><video autoplay loop id="myVideo">
<source src="images6/robots.mp4" type="video/mp4">
</video>
<<timed 69s>><<goto "wooden door">><</timed>>
<<set $abbott to $abbot+1>>