Week 7 - Higher-Order Learning

 

Higher-Order Learning in Type:Rider

I would argue that Type:Rider includes characteristics of a majority of both John W. Rice's Video Game Cognitive Viability Index and Kapp's Gamification of Problem Solving. For the sake of length, this entry will focus on three of Rice's elements that are clearly represented in the game. 

The first element of Rice's index Type:Rider integrates is "Immediate Immersion". Immediately upon entering the game, the player is thrown into an environment in which not much information is provided, just enough to get them through basic navigation and game-play. The player is given time to familiarize themselves with these basic controls and mechanics before they reach the first few challenges. There is still some guidance and scaffolding provided at this stage but it is only enough to have the player cognizant that they need to be aware of their surroundings. Once the most important game mechanics have been subtlety introduced, gameplay progresses without this assistance. 

Type:Rider's first challenge

This brings us to the next element Type:Rider embraces, which is "Challenging the Learner". This game is built upon this concept; as mentioned above, the first challenge comes within minutes of the player beginning the game. From there, the game progresses quickly from one challenge to the next, becoming increasingly more difficult with each new obstacle. Through these challenges, the player stays engaged, on their toes, and must retain and then apply necessary information to successfully complete future challenges.

More challenge examples

The final element Type:Rider utilizes is "Manipulating Variables". Through these challenges, the player must figure out, through higher-order thinking skills such as synthesis of knowledge, the physics of manipulating the balls by interacting with their surroundings. The must test out and determine the right timing of movements, jumps, and speed to get through the challenges successfully. The game introductory tutorial establishes that this concept is a necessity from the very onset of gameplay. 

An extremely frustrating obstacle I could have avoided with more thoughtful planning

Attempting to manipulate this air blower to get the white sphere to it's spot

Comparing Type:Rider's Higher-Order Learning with The Pack and Spent

The Pack and Spent have these three elements to a certain extent. Similar to Type:Rider, the player is immediately immersed within The Pack and Spent. Like Type:Rider, The Pack immediately begins with a quick tutorial, providing scaffolded assistance for the player to learn necessary game mechanics to function successfully in the game. Within the first few minutes, the player is presented with a problem they must solve, with the help of the tutorial. From there, the scaffolding decreases until there is no further assistance and the player has to rely on Bloom's higher-order skills, such as analysis and synthesis.

In Spent, the player is also immediately immersed, given a scenario in which they must survive 30 days on extremely low income. Spent is different from Type:Rider and The Pack in that the player's immersion doesn't include the support of a tutorial. This forces the player to evaluate the information they are presented with in a timely manner, make rational decisions, appraising those details, then deal with the consequences of their choices. 

Spent's opening problem

Both of these games heavily challenge their players. The player is periodically confronted with a new conflict that they must use higher-order thinking skills to solve. In The Pack, your tutorial gives you essential information up front that helps you later but then once you reach a certain point, you are on your own. There are eight different creatures you find by exploring the landscape, and the game only helps you figure out how to use the first two creatures. The player has to use analysis and trial and error to evaluate what the best way would be to solve these problems.

Algorithm Creation menu

The Spent is built upon challenges. After choosing a job, you immediately have to make a decision on whether to buy health insurance. The challenge is that every option you choose, has it's own disadvantages and leads the player down a path of more difficult challenges. The game encourages higher-order thinking in this as a player has to thoroughly examine each option, synthesizing information from prior experience and this new information being presented.

Manipulating variables goes hand-in-hand with the challenge aspect of both of these games. In The Pack, the player is literally manipulating variables as they are experimenting with the eight different creatures that help them make use of their surroundings. In Spent, the nature of the game is similar to a Choose Your Own Adventure in which each choice impacts the next, meaning that each choice really is linked to an important variable, and by making those choices, you ultimately manipulate that variable. 

Reflection

Through the examination of these three educationally focused games and Kapp's Game Elements and Game Problem-Solving, there are many considerations I've reflected on with incorporating gamification into my instruction and my design. First, Rice's Video Game Cognitive Viability Index includes so many different elements that it would be easy to integrate at least 3-4 of any of them into game design to amplify the probability of higher-order learning. These include the three elements I discussed in this post but also really the rest of his elements as well. Kapp emphasized that not all elements are necessary in game design, that the important comes in strengthening the elements utilized.. Second, using some of these elements and combining them with Kapp's game elements, such as rules, conflict, time, or feedback will further ensure higher-order thinking will take place in a majority of the players who play the games I design.