Week 4 assignment 1

1.What gaming elements provide users the learning content and how? (Refer to the journal article page 4)

Text: The text reading element develops players reading and comprehensive ability. It develops players understanding of the text and the ability to analyze the text. The player needs to understand the context of the game, such as main idea, rules, and the transactional process. The player needs to give an analysis of the game strategy and think critically and fully understand the content to get the achievement of the game.

Visual-graphic elements: The visual-graphic elements develop player spatial skills. The game by taking control of the object not only distinguish player’s objects but also distinguish the objects in 2D or 3D dimensions.

Audio elements: sound elements provide players a realistic atmosphere and some games provide the function that players can communicate through the game that can enhance players communication skill.  


2. What is the goal of the game?
The goal of the game depends on the different types of game.  Some simple games goal is to achieve the better score and some complicated games need the players to solve the specific problem to achieve accomplishment. The game’s challenging goal encourage the reader to learn the text-based material better than just reading the books or dull text.
3. What are rules of playing this game?
The rule of the game can be simple which is to achieve the highest score. The player needs to find out the more effective strategy by reading the text of the game rule instruction to achieve the highest score.

4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content?
Yes. The games content different scenario design, the first type is no embedded scenario like a puzzle game, develop on student’s strategy and reasoning ability. The second type has fabricated scenario design, this type of games is more focus on entertain players and players’ behavioral change, social networking, mental health, or self-concept. The educator needs to more careful on choosing fabricated scenario design game, it may spend big amount time to achieve the desired learning outcomes. The third type has a scenario design embedded in curriculum-related content.  In the game, the knowledge of the game scenario design becomes part of the gaming literacy. The scenario design embedded can enhance player reading and comprehensive ability. The educator can choose the scenario design embedded game to imply the teaching plan.

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