I remembered today that I still have this blog I haven't edited for like a year so my New Year's resolution is to start blogging again haha :)
<3: Teresa
Monday, January 9, 2012
Wednesday, May 19, 2010
Matchbox Travel Games Evaluation
Matchbox Games Evaluation
BY TERESA
The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. [What did others say about your game? Be specific.]
Seo-E, Justine and Pulee performed the test for my game. After playing I asked questions on how the game fits the design specifications. They said yes to all the questions and that means my game fits all the design specifications. My goal was that more than half answers yes to all the questions. This goal was reached so my game was successful. My game was mostly complimented. Seo-E said: “Some of the questions were hard and some were easy so there is a good range of questions.” Justine commented that my game was interesting but some of the questions were too hard. Pulee suggested that I could have included more questions and they could be harder. Based on these opinions I think my game was designed well for the target age group and was appealing to them. The questions were on different levels; hard and easy.
The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. [Evaluate your own work for each criterion: A, B, C, D. Say what you were supposed to do, compared with what you did do. Suggest improvements for next time.]
A) Investigate
For investigation first I was supposed to explain the project and discuss its relevance. I explained on my blog the unit question, AOI, Learner Profile and why this unit is relevant. Next time I could answer the questions that were set more thoroughly. The second part of Criterion A was to research about cultures and games, travel games and why people love games. You should have had a broad range of sources that were different kinds. I found information from the internet about games from different countries and about travel games. I also had a book about games from around the world. For further research I interviewed my mom and brother after playing a game with them. Next time I could look for more on the type of game I decided to do which was a trivia game.
B) Design
For design I was supposed to sketch three designs for my game, evaluate them against the design specifications and choose the design for my final game. I did all this in my notebook. I sketched out three designs of different kinds of trivia games and checked them with the design specifications. I picked the best one which was to be my final game. Mrs. Wilson scanned this design and I posted it on my blog. To improve my performance I could have made more detailed designs. I could have included the sides of the matchbox, the types of questions and more about the rules.
C) Plan
For plan I was supposed to make a plan to organize my time with six columns; dates, times, steps, materials, resources and changes. I did all this and planned out my project. I posted my original plan without changes on my blog but didn’t post the one with changes. To improve my performance I should have posted another copy of my plan with changes. I could also have made an even more detailed plan with specific resources and materials. The changes could have been more detailed because I might have forgotten some things that I did differently.
D) Create
For create I was supposed to produce the best matchbox travel game that I can following my design and plan. I was also supposed to write about my process on my blog and record changes that I made on my plan. I did this and tried my best when I made my miniature game. I wrote a process journal on my blog and tracked changes during the making of my game. I think my game turned out to be popular and people liked to play it. Next time I could write more clearly when I wrote the rulebook and questions. I could also make better questions that are different types.
The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. [Answer the following question: Why are games so well loved by people of all ages in cultures around the world? Be sure to use examples from your research or from your experience during this unit.]
Games are loved by people of all ages in cultures around the world because games are something you can do in your free time. Games a way to relax and do something enjoyable compared to work or school. You can socialize with other people and have fun. Games are also educational and you can learn from playing them. For example you learn how to spell words from crossword games and games where you have to make words. You can also exercise your brain and learn how to think in different ways. Many games teach you to think logically. An example of this is Mastermind where you have to figure out the code. Another reason why people love games is generally we people like to win. We want to compete and win. No one likes losing. When you win you get the feeling of superiority and that you are better than someone else in something. An example of this is my little brother who said that he likes to play games because he likes to win.
Attitudes in Technology
• personal engagement (motivation, independence, general positive attitude)
[Give yourself a score from 1-6 for each of the items in bold print above. Explain each choice.]
Motivation: 4. I sometimes don’t feel like doing the things I have to do but I push myself and complete all the tasks.
Independence: 5. I mostly work independently and organize my time. I sometimes ask for help on something I should do myself.
General positive attitude: 6. I complete all the assignments and even if I have something negative to say I don’t say it out loud.
• attitudes towards safety,
• cooperation
• respect for others.
[Give yourself a score from 1-6 for each of the items above. Explain each choice.]
Attitudes towards safety: 6. I don’t do anything stupid in class and know what is safe and what is not.
Cooperation: 5. I mostly do everything I’m supposed to do but sometimes I forget to complete something.
Respect for others: 6. I respect my classmates, their property and space. I also don’t insult them or make them feel bad.
BY TERESA
The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. [What did others say about your game? Be specific.]
Seo-E, Justine and Pulee performed the test for my game. After playing I asked questions on how the game fits the design specifications. They said yes to all the questions and that means my game fits all the design specifications. My goal was that more than half answers yes to all the questions. This goal was reached so my game was successful. My game was mostly complimented. Seo-E said: “Some of the questions were hard and some were easy so there is a good range of questions.” Justine commented that my game was interesting but some of the questions were too hard. Pulee suggested that I could have included more questions and they could be harder. Based on these opinions I think my game was designed well for the target age group and was appealing to them. The questions were on different levels; hard and easy.
The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. [Evaluate your own work for each criterion: A, B, C, D. Say what you were supposed to do, compared with what you did do. Suggest improvements for next time.]
A) Investigate
For investigation first I was supposed to explain the project and discuss its relevance. I explained on my blog the unit question, AOI, Learner Profile and why this unit is relevant. Next time I could answer the questions that were set more thoroughly. The second part of Criterion A was to research about cultures and games, travel games and why people love games. You should have had a broad range of sources that were different kinds. I found information from the internet about games from different countries and about travel games. I also had a book about games from around the world. For further research I interviewed my mom and brother after playing a game with them. Next time I could look for more on the type of game I decided to do which was a trivia game.
B) Design
For design I was supposed to sketch three designs for my game, evaluate them against the design specifications and choose the design for my final game. I did all this in my notebook. I sketched out three designs of different kinds of trivia games and checked them with the design specifications. I picked the best one which was to be my final game. Mrs. Wilson scanned this design and I posted it on my blog. To improve my performance I could have made more detailed designs. I could have included the sides of the matchbox, the types of questions and more about the rules.
C) Plan
For plan I was supposed to make a plan to organize my time with six columns; dates, times, steps, materials, resources and changes. I did all this and planned out my project. I posted my original plan without changes on my blog but didn’t post the one with changes. To improve my performance I should have posted another copy of my plan with changes. I could also have made an even more detailed plan with specific resources and materials. The changes could have been more detailed because I might have forgotten some things that I did differently.
D) Create
For create I was supposed to produce the best matchbox travel game that I can following my design and plan. I was also supposed to write about my process on my blog and record changes that I made on my plan. I did this and tried my best when I made my miniature game. I wrote a process journal on my blog and tracked changes during the making of my game. I think my game turned out to be popular and people liked to play it. Next time I could write more clearly when I wrote the rulebook and questions. I could also make better questions that are different types.
The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. [Answer the following question: Why are games so well loved by people of all ages in cultures around the world? Be sure to use examples from your research or from your experience during this unit.]
Games are loved by people of all ages in cultures around the world because games are something you can do in your free time. Games a way to relax and do something enjoyable compared to work or school. You can socialize with other people and have fun. Games are also educational and you can learn from playing them. For example you learn how to spell words from crossword games and games where you have to make words. You can also exercise your brain and learn how to think in different ways. Many games teach you to think logically. An example of this is Mastermind where you have to figure out the code. Another reason why people love games is generally we people like to win. We want to compete and win. No one likes losing. When you win you get the feeling of superiority and that you are better than someone else in something. An example of this is my little brother who said that he likes to play games because he likes to win.
Attitudes in Technology
• personal engagement (motivation, independence, general positive attitude)
[Give yourself a score from 1-6 for each of the items in bold print above. Explain each choice.]
Motivation: 4. I sometimes don’t feel like doing the things I have to do but I push myself and complete all the tasks.
Independence: 5. I mostly work independently and organize my time. I sometimes ask for help on something I should do myself.
General positive attitude: 6. I complete all the assignments and even if I have something negative to say I don’t say it out loud.
• attitudes towards safety,
• cooperation
• respect for others.
[Give yourself a score from 1-6 for each of the items above. Explain each choice.]
Attitudes towards safety: 6. I don’t do anything stupid in class and know what is safe and what is not.
Cooperation: 5. I mostly do everything I’m supposed to do but sometimes I forget to complete something.
Respect for others: 6. I respect my classmates, their property and space. I also don’t insult them or make them feel bad.
Changes on my Plan
Changes
Saturday April 17: I decided the questions on Saturday and Sunday. I actually only made 16 questions. I wrote the questions on Thursday 29 April and I also used a ruler.
Thursday April 29: I planned out the rules on Thursday but completed the rulebook on Saturday 1 May. I used a ruler.
Saturday May 1: I did all this on Sunday 2 May. I didn’t draw on the box and the title of the game is made out of cut out letters. I also used a ruler and I used yellow paper instead of gold. I spent 3 hours on this.
Saturday April 17: I decided the questions on Saturday and Sunday. I actually only made 16 questions. I wrote the questions on Thursday 29 April and I also used a ruler.
Thursday April 29: I planned out the rules on Thursday but completed the rulebook on Saturday 1 May. I used a ruler.
Saturday May 1: I did all this on Sunday 2 May. I didn’t draw on the box and the title of the game is made out of cut out letters. I also used a ruler and I used yellow paper instead of gold. I spent 3 hours on this.
Wednesday, May 5, 2010
Game Testing Report
I asked three of my classmates Seo-E, Justine and Pulee to test my game. Seo-E was the host and Justine and Pulee were players. My test took place in Technology class on the 6th of May. After my classmates finished playing the game I asked them these questions and got the following results:
- Do all the parts of the game fit into the matchbox?
Seo-E: Yes.
Justine: Yes.
Pulee: Yes.
- Does my game have a satisfactory name and a set of rules?
S: Yes.
J: Yes.
P: Yes.
- Does my game have a goal to reach?
S: Yes.
J: Yes.
P: Yes.
- Is the matchbox covered and decorated?
S: Yes.
J: Yes.
P: Yes.
- Does this game have an age group for whom it's designed?
S: Yes.
J: Yes.
P: Yes.
- Does the cover of the game look interesting?
S: Yes.
J: Yes.
P: Yes.
- Are the questions relevant for the age group?
S: Yes.
J: Yes.
P: Yes.
My classmates in the testing group answered yes to all the questions. This means that my game fits all the design specifications, the ones of Mrs. Wilson and the ones I set for myself.
I also questioned for additional comments. Seo-E said that some of my questions were hard and some were easy so there is a good range of questions. Justine said my game was an interesting one but some questions were too hard. Pulee said I could have more questions and they could be harder.
- Do all the parts of the game fit into the matchbox?
Seo-E: Yes.
Justine: Yes.
Pulee: Yes.
- Does my game have a satisfactory name and a set of rules?
S: Yes.
J: Yes.
P: Yes.
- Does my game have a goal to reach?
S: Yes.
J: Yes.
P: Yes.
- Is the matchbox covered and decorated?
S: Yes.
J: Yes.
P: Yes.
- Does this game have an age group for whom it's designed?
S: Yes.
J: Yes.
P: Yes.
- Does the cover of the game look interesting?
S: Yes.
J: Yes.
P: Yes.
- Are the questions relevant for the age group?
S: Yes.
J: Yes.
P: Yes.
My classmates in the testing group answered yes to all the questions. This means that my game fits all the design specifications, the ones of Mrs. Wilson and the ones I set for myself.
I also questioned for additional comments. Seo-E said that some of my questions were hard and some were easy so there is a good range of questions. Justine said my game was an interesting one but some questions were too hard. Pulee said I could have more questions and they could be harder.
Saturday, May 1, 2010
Matchbox Process 2
I planned out the rules of my game on Thursday April 29 and completed the rulebook on Saturday May 1. The rulebook has a red cover and 8 pages inside. Today on Sunday May 2 I finished making my entire game. I covered the top and sides of the matchbox with green paper, then glued magazine cutouts on it and finally cut out letters to make up the title of my game. On the bottom I first glued yellow paper and on top of that white paper with a small blurb of my game. This will make my game look more tempting. I think my matchbox travel game turned out pretty good, the box looks interesting and the questions are relevant. Next I need my classmates to test my game and see if my thoughts are proved right.
Wednesday, April 28, 2010
Matchbox Process 1
On Saturday and Sunday April 17-18 I researched and decided my questions for my game. Today on Thursday April 29 I cut out the question cards for my game. After that I wrote the questions on the cards and I also marked the right answers. I decided to do 16 questions instead of 23 because some questions were irrelevant. I also included three extra cards for more questions. Next time I need to brainstorm and write down the rules of my game in a rule booklet.
Wednesday, April 14, 2010
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