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What have I learned?
I have dived off the deep end for the last 16 weeks, every week has presented a challenge–something intriguing, other times just hard. What I have found most insightful is the variation of games that can be created in an educational context and learning ways I can create my own solutions to the problems I see. Through this course and its exposure, I have learned of my preference for technological games.
As an educator, I am well aware of the demographic I serve, so that is always central as I think about their strengths and needs. I still have questions about how the problem rural South African students presently have and exactly what a successful VR prototype would look like to solve it. Throughout this designing games course, I have fully enjoyed the lens that this subject matter has provided as I look at the various tech spaces and with what frame I can now dissect them. I have never been a fan of board games–so having to create one was uneventful for me.
What skills have I accquired?
The attributes presented in this design class helped me synthesize the learning that occurred within each level via gameplay. I was able to acquire all but one attribute–level 3.
In level 1, I claimed the Player and Blogger attributes. I learned about the various player types and how the games they choose reflect with those specific gaming characteristics. I also learned about my own gaming profile–gardener. This knowledge is imperative as we approach game design.
You have mastered the art of recording your thoughts and reflections in a meaningful way. Reflection is a powerful learning tool as it helps one establish and make connections beyond any course content by engaging with personal experiences. Mastering this attribute means you are ready to take on increasingly more complex problems to sort through by reflecting on your experience with them.

You have mastered the art of recording your thoughts and reflections in a meaningful way. Reflection is a powerful learning tool as it helps one establish and make connections beyond any course content by engaging with personal experiences. Mastering this attribute means you are ready to take on increasingly more complex problems to sort through by reflecting on your experience with them.



You have mastered the art of becoming the player, one who not only plays games for fun but is able to pay attention to what goes on to compare with other experiences. Play is a fundamental part of learning, while not all forms of play may be fun to every learner, that does not mean that learning is not occurring but that it may be occurring in a different way. Mastering this attribute means you have started on the path to understanding how to utilize this through being the learner.
You have mastered the art of becoming the player, one who not only plays games for fun but is able to pay attention to what goes on to compare with other experiences. Play is a fundamental part of learning, while not all forms of play may be fun to every learner, that does not mean that learning is not occurring but that it may be occurring in a different way. Mastering this attribute means you have started on the path to understanding how to utilize this through being the learner.
In level 2, we learned about gamestorming and narratology. I really enjoyed this thinktank and the overall creation process though I do not think Twine (as a text-based approach) will work for the students I have in mind. In this level we explored a variety of brainstorming techniques to come up with a good story narrative for our Twine project. How can we as designers balance learning with gameplay mechanics? 
You have mastered the process of GameStorming, exploring different methods for generating new ideas for games-based learning. Ideation is only one aspect of GameStorming however; once you have ideas, you have further demonstrated your ability to turn those ideas into complex stories ready to embed learning into.
You have mastered the process of GameStorming, exploring different methods for generating new ideas for games-based learning. Ideation is only one aspect of GameStorming however; once you have ideas, you have further demonstrated your ability to turn those ideas into complex stories ready to embed learning into.



You've mastered the art of Narratology, the study of stories. In this case, the study of stories for learning through games. Breaking down stories to weave in meaningful learning opportunities is a practice that must be mastered. The complex stories used in game-based learning require an understanding of what the player control versus designer control looks like in the learning experience.
You’ve mastered the art of Narratology, the study of stories. In this case, the study of stories for learning through games. Breaking down stories to weave in meaningful learning opportunities is a practice that must be mastered. The complex stories used in game-based learning require an understanding of what the player control versus designer control looks like in the learning experience.
In level 3, we learned about core loops with the Carmen Sandiego–a childhood favorite of mine. I really liked the switch in approach that this level had. I was unable to acquire these attributes in level 3. But I did learn my way around Adobe Photoshop.
Made a tree and mountains with shading in Photoshop using this tutorial on Udemy
You’ve successfully retrieved the Level from V.I.L.E.’s villains, Tigress and Carmen (kind of).



Congrats on catching Carmen’s V.I.L.E. villain Paper Star! 
In level 4, we danced around digital game design but focused on gameplay and learning mechanics–amongst other things. I think learning that both elements must be balanced when designing serious games is something I will not forget. Learning how to compile a game design document was also very useful in this level and I know for sure I will be using this repeatedly. This level I earned the Evaluator and Constructionist attributes. (in-progress)
Games for learning focus on the key takeaway of transferring knowledge experienced within a game to the world outside of the game. To accomplish this, however, one must learn how to evaluate the actions taken by players in order to determine the best rewards for demonstrating knowledge development. To earn the Evaluator Attribute, you have considered how to combine a system of scoring, reward, and assessment to align with defined learning objectives in a game. This skill enables you to best evaluate a gameplay scenario as an achievement of learning.
Games for learning focus on the key takeaway of transferring knowledge experienced within a game to the world outside of the game. To accomplish this, however, one must learn how to evaluate the actions taken by players in order to determine the best rewards for demonstrating knowledge development. To earn the Evaluator Attribute, you have considered how to combine a system of scoring, reward, and assessment to align with defined learning objectives in a game. This skill enables you to best evaluate a gameplay scenario as an achievement of learning.



	At the heart of learning how to design games for learning, you have focused your efforts on the construction of games. This entails not simply creating games but constructing them from knowledge across your training experience into a development tool, building an understanding as we go through analysis and evaluation. To earn the constructionist attribute, you have demonstrated you are capable of guiding yourself through learning the tools necessary to create digital learning games — game engines.
At the heart of learning how to design games for learning, you have focused your efforts on the construction of games. This entails not simply creating games but constructing them from knowledge across your training experience into a development tool, building an understanding as we go through analysis and evaluation. To earn the constructionist attribute, you have demonstrated you are capable of guiding yourself through learning the tools necessary to create digital learning games — game engines.
GDD_Xaviera-Shedrick-OwensDownload
In level 5, I received the Adapter attribute. This was essentially a mini revision of the GDD we completed in level 4.
Games for learning focus on the key takeaway of transferring knowledge experienced within a game to the world outside of the game. To accomplish this, however, one must learn how to evaluate the actions taken by players in order to determine the best rewards for demonstrating knowledge development. To earn the Evaluator Attribute, you have considered how to combine a system of scoring, reward, and assessment to align with defined learning objectives in a game. This skill enables you to best evaluate a gameplay scenario as an achievement of learning.
I found the class helpful overall, even though the assignments took a little longer than I expected. I enjoyed the reading and knowledge I gleaned from the variety of videos–they made the content more tangible, so I could easily apply it.
Previously when I heard the term “gamification” I only thought of rewards. This class has utterly shifted my understanding and application of game elements within learning for my students. I think the most drastic thing for me was the importance of intertwining learning outcomes with game mechanics. It is great to design a game but what is the blueprint we use when designing? What are the needs of those whom the game is designed for? And how can we build a bridge from where they are to where they need to be?
What are serious games?
Serious games is definitely serious business. I would define it as designing learning maps that help students get to where they need to be within an educational framework that uses technology or games with intrinsic motivation to help students play their way to understanding and mastery.
BADGES Earned within the course (click to know what each represents)


















Knowledge Challenges earned in Level 2






				

				

				

				

							

			
						
		

						

				

					

		

				

			

						

				

							

			
						
		

						

				

				

				

																														

				

				

				

					
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Xaviera
				

				

				

				

									
Founder of the Peniel Learning Experience, a non-profit organization in South Africa that creates original learning initiatives that help students align to their full purpose and identity.  
I am a 2001 graduate of Bakersfield High School and hold degrees in elementary and special education as well as psychology and mental health.
I have devoted my life to my students and I am charting the course for alternative educational methods in South Africa and globally, one child at a time…
								

				

				

				

									

					
						
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