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What about a black, female physicist?\u003c/p>\n\u003cp>You may have to think a bit harder about that. For years, mainstream accounts of history have largely \u003ca href=\"https://www.npr.org/2016/12/18/505592663/hidden-figures-the-glass-universe-and-why-science-needs-history\">ignored or forgotten\u003c/a> the scientific contributions of women and people of color.\u003c/p>\n\u003cp>This is where Buffalo — a card game designed by Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a> — comes in. The rules are simple. You start with two decks of cards. One deck contains adjectives like Chinese, tall or enigmatic; the other contains nouns like wizard or dancer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Draw one card from each deck, and place them face up. And then all the players race to shout out a real person or fictional character who fits the description.\u003c/p>\n\u003cp>So say you draw \"dashing\" and \"TV show character.\"\u003c/p>\n\u003cp>You may yell out \"\u003ca href=\"http://ksassets.timeincuk.net/wp/uploads/sites/55/2017/08/David-Hasselhoff-in-Knight-Rider-920x584.png\">David Hasselhoff in \u003cem>Knight Rider\u003c/em>\u003c/a>!\"\u003c/p>\n\u003cp>\"Female\" and \"olympian?\"\u003c/p>\n\u003cp>Gabby Douglas!\u003c/p>\n\u003cp>Female physicist?\u003c/p>\n\u003cp>Hmm. If everyone is stumped, or \"buffaloed,\" you draw another noun and adjective pair and try again. When the decks run out, the player who has made the most matches wins.\u003c/p>\n\u003cp>It's the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — reducing prejudice. By forcing players to think of people that buck stereotypes, Buffalo subliminally challenges those stereotypes.\u003c/p>\n\u003cp>\"So it starts to work on a conscious level of reminding us that we don't really know a lot of things we might want to know about the world around us,\" explains Mary Flanagan, who leads Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a>, which makes games designed for social change and studies their effects.\u003c/p>\n\u003cp>Buffalo might nudge us to get better acquainted with the work of female physicists, \"but it also unconsciously starts to open up stereotypical patterns in the way we think,\" Flanagan says.\u003c/p>\n\u003cp>In one of \u003ca href=\"https://cyberpsychology.eu/article/view/4343/3418\">many tests\u003c/a> she conducted, Flanagan rounded up about 200 college students and assigned half to play Buffalo. After one game, the Buffalo players were slightly more likely than their peers to strongly agree with statements like, \"There is potential for good and evil in all of us,\" and, \"I can see myself fitting into many groups.\"\u003c/p>\n\u003cp>Students who played Buffalo also scored better on a standard psychological test for tolerance. \"After 20 minutes of gameplay, you've got some kind of measurable transformation with a player — I think that's pretty incredible,\" Flanagan says.\u003c/p>\n\u003cp>Buffalo isn't Flanagan's only bias-busting game. Tiltfactor makes two others called \"Awkward Moment\" and \"Awkward Moment At Work.\" They're designed to reduce gender discrimination at school and in the workplace, respectively.\u003c/p>\n\u003cp>\"I'm really weary of saying things like, 'Games are going to save the world,'\" Flanagan says. But she adds, \"it's a serious question to look at how a little game could try to address a massive, lived social problem that affects so many individuals.\"\u003c/p>\n\u003cp>Scientists have tried all sorts of \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/08/04/416827667/so-you-flunked-a-racism-test-now-what\">quick-fix tactics\u003c/a> to train away racism, sexism and homophobia. In one small study, researchers at Oxford University even looked into whether Propranolol, a drug that's normally used to reduce blood pressure, could ease away racist attitudes. Unsurprisingly, it turns out that there is no panacea capable of curing bigotry.\u003c/p>\n\u003cp>There are, however, good reasons to get behind the idea that games or any other sort of entertainment can change the way we think.\u003c/p>\n\u003cp>\"People aren't excited about showing up to diversity trainings or listening to people lecture them. People don't generally want to be told what to think,\" explains Betsy Levy Paluck, a professor of psychology at Princeton University who studies how media can change attitudes and behaviors. \"But people like entertainment. So, just on a pragmatic basis, that's one reason to use it to teach.\"\u003c/p>\n\u003cp>There's a long history of using \u003ca href=\"https://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid\">literature\u003c/a>, \u003ca href=\"https://www.npr.org/sections/therecord/2017/05/31/528928263/from-the-top-s-arts-leadership-grant-recipients-2017\">music\u003c/a> and \u003ca href=\"https://www.npr.org/sections/codeswitch/2016/01/11/451940463/east-los-high-isnt-just-a-soapy-teen-drama-its-also-a-science-experiment\">TV shows\u003c/a> to encourage social change. In a \u003ca href=\"https://isps.yale.edu/sites/default/files/publication/2012/12/ISPS09-024.pdf\">2009 study\u003c/a>, Paluck found that radio soap opera helped bridge the divides in post-genocide Rwanda. \"We know that various forms of pop-culture and entertainment help reduce prejudice,\" Paluck says. \"In terms of other types of entertainment — there's less research. We're still finding out whether and how something like a game can help.\"\u003c/p>\n\u003cp>Anthony Greenwald, a psychologist at the University of Washington who has dedicated his career to studying people's deep-seated prejudices, is skeptical. Like Flanagan, he says, several well-intentioned researchers have proved a handful of \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2155175\">interventions\u003c/a> — including thought exercises, writing assignments and games — can indeed reduce prejudice for a short period of time. But, \"these desired effects generally disappear rapidly. Very few studies have looked at the effects even as much as one day later.\"\u003c/p>\n\u003cp>After all, how can 20 minutes of anything dislodge attitudes that society has pounded into our skulls over a lifetime?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Flanagan says her lab is still looking into that question, and hopes to conduct more studies in the future that track long-term effects. \"We do know that people play games often. If it really is a good game, people will return to it. They'll play it over and over again,\" Flanagan says. Her philosophy: maybe a game a day can help us keep at least some of our prejudices away.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fighting+Bias+With+Board+Games&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Buffalo is the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — subliminally reducing prejudice.","status":"publish","parent":0,"modified":1515588157,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":925},"headData":{"title":"Using Board Games to Help Fight and Understand Bias | KQED","description":"Buffalo is the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — subliminally reducing prejudice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49965 https://ww2.kqed.org/mindshift/?p=49965","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/09/using-board-games-to-help-fight-and-understand-bias/","disqusTitle":"Using Board Games to Help Fight and Understand Bias","nprByline":"Maanvi Singh","nprImageAgency":"Maanvi Singh for NPR","nprStoryId":"575952575","nprApiLink":"http://api.npr.org/query?id=575952575&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/codeswitch/2018/01/09/575952575/fighting-bias-with-board-games?ft=nprml&f=575952575","nprRetrievedStory":"1","nprPubDate":"Tue, 09 Jan 2018 11:00:00 -0500","nprStoryDate":"Tue, 09 Jan 2018 06:00:00 -0500","nprLastModifiedDate":"Tue, 09 Jan 2018 11:11:47 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2017/12/20171230_wesat_bias_fighting_games.mp3?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","nprAudioM3u":"http://api.npr.org/m3u/1576251688-c5faa4.m3u?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","path":"/mindshift/49965/using-board-games-to-help-fight-and-understand-bias","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2017/12/20171230_wesat_bias_fighting_games.mp3?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Quick, think of a physicist.\u003c/p>\n\u003cp>If you're anything like me, you probably didn't have to think very hard before the names Albert Einstein and Isaac Newton popped up.\u003c/p>\n\u003cp>But what if I asked you to think of a female physicist? What about a black, female physicist?\u003c/p>\n\u003cp>You may have to think a bit harder about that. For years, mainstream accounts of history have largely \u003ca href=\"https://www.npr.org/2016/12/18/505592663/hidden-figures-the-glass-universe-and-why-science-needs-history\">ignored or forgotten\u003c/a> the scientific contributions of women and people of color.\u003c/p>\n\u003cp>This is where Buffalo — a card game designed by Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a> — comes in. The rules are simple. You start with two decks of cards. One deck contains adjectives like Chinese, tall or enigmatic; the other contains nouns like wizard or dancer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Draw one card from each deck, and place them face up. And then all the players race to shout out a real person or fictional character who fits the description.\u003c/p>\n\u003cp>So say you draw \"dashing\" and \"TV show character.\"\u003c/p>\n\u003cp>You may yell out \"\u003ca href=\"http://ksassets.timeincuk.net/wp/uploads/sites/55/2017/08/David-Hasselhoff-in-Knight-Rider-920x584.png\">David Hasselhoff in \u003cem>Knight Rider\u003c/em>\u003c/a>!\"\u003c/p>\n\u003cp>\"Female\" and \"olympian?\"\u003c/p>\n\u003cp>Gabby Douglas!\u003c/p>\n\u003cp>Female physicist?\u003c/p>\n\u003cp>Hmm. If everyone is stumped, or \"buffaloed,\" you draw another noun and adjective pair and try again. When the decks run out, the player who has made the most matches wins.\u003c/p>\n\u003cp>It's the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — reducing prejudice. By forcing players to think of people that buck stereotypes, Buffalo subliminally challenges those stereotypes.\u003c/p>\n\u003cp>\"So it starts to work on a conscious level of reminding us that we don't really know a lot of things we might want to know about the world around us,\" explains Mary Flanagan, who leads Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a>, which makes games designed for social change and studies their effects.\u003c/p>\n\u003cp>Buffalo might nudge us to get better acquainted with the work of female physicists, \"but it also unconsciously starts to open up stereotypical patterns in the way we think,\" Flanagan says.\u003c/p>\n\u003cp>In one of \u003ca href=\"https://cyberpsychology.eu/article/view/4343/3418\">many tests\u003c/a> she conducted, Flanagan rounded up about 200 college students and assigned half to play Buffalo. After one game, the Buffalo players were slightly more likely than their peers to strongly agree with statements like, \"There is potential for good and evil in all of us,\" and, \"I can see myself fitting into many groups.\"\u003c/p>\n\u003cp>Students who played Buffalo also scored better on a standard psychological test for tolerance. \"After 20 minutes of gameplay, you've got some kind of measurable transformation with a player — I think that's pretty incredible,\" Flanagan says.\u003c/p>\n\u003cp>Buffalo isn't Flanagan's only bias-busting game. Tiltfactor makes two others called \"Awkward Moment\" and \"Awkward Moment At Work.\" They're designed to reduce gender discrimination at school and in the workplace, respectively.\u003c/p>\n\u003cp>\"I'm really weary of saying things like, 'Games are going to save the world,'\" Flanagan says. But she adds, \"it's a serious question to look at how a little game could try to address a massive, lived social problem that affects so many individuals.\"\u003c/p>\n\u003cp>Scientists have tried all sorts of \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/08/04/416827667/so-you-flunked-a-racism-test-now-what\">quick-fix tactics\u003c/a> to train away racism, sexism and homophobia. In one small study, researchers at Oxford University even looked into whether Propranolol, a drug that's normally used to reduce blood pressure, could ease away racist attitudes. Unsurprisingly, it turns out that there is no panacea capable of curing bigotry.\u003c/p>\n\u003cp>There are, however, good reasons to get behind the idea that games or any other sort of entertainment can change the way we think.\u003c/p>\n\u003cp>\"People aren't excited about showing up to diversity trainings or listening to people lecture them. People don't generally want to be told what to think,\" explains Betsy Levy Paluck, a professor of psychology at Princeton University who studies how media can change attitudes and behaviors. \"But people like entertainment. So, just on a pragmatic basis, that's one reason to use it to teach.\"\u003c/p>\n\u003cp>There's a long history of using \u003ca href=\"https://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid\">literature\u003c/a>, \u003ca href=\"https://www.npr.org/sections/therecord/2017/05/31/528928263/from-the-top-s-arts-leadership-grant-recipients-2017\">music\u003c/a> and \u003ca href=\"https://www.npr.org/sections/codeswitch/2016/01/11/451940463/east-los-high-isnt-just-a-soapy-teen-drama-its-also-a-science-experiment\">TV shows\u003c/a> to encourage social change. In a \u003ca href=\"https://isps.yale.edu/sites/default/files/publication/2012/12/ISPS09-024.pdf\">2009 study\u003c/a>, Paluck found that radio soap opera helped bridge the divides in post-genocide Rwanda. \"We know that various forms of pop-culture and entertainment help reduce prejudice,\" Paluck says. \"In terms of other types of entertainment — there's less research. We're still finding out whether and how something like a game can help.\"\u003c/p>\n\u003cp>Anthony Greenwald, a psychologist at the University of Washington who has dedicated his career to studying people's deep-seated prejudices, is skeptical. Like Flanagan, he says, several well-intentioned researchers have proved a handful of \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2155175\">interventions\u003c/a> — including thought exercises, writing assignments and games — can indeed reduce prejudice for a short period of time. But, \"these desired effects generally disappear rapidly. Very few studies have looked at the effects even as much as one day later.\"\u003c/p>\n\u003cp>After all, how can 20 minutes of anything dislodge attitudes that society has pounded into our skulls over a lifetime?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Flanagan says her lab is still looking into that question, and hopes to conduct more studies in the future that track long-term effects. \"We do know that people play games often. If it really is a good game, people will return to it. They'll play it over and over again,\" Flanagan says. Her philosophy: maybe a game a day can help us keep at least some of our prejudices away.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fighting+Bias+With+Board+Games&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49965/using-board-games-to-help-fight-and-understand-bias","authors":["byline_mindshift_49965"],"categories":["mindshift_192"],"tags":["mindshift_20818","mindshift_20809","mindshift_20784","mindshift_1040","mindshift_548","mindshift_21053"],"featImg":"mindshift_49966","label":"mindshift"},"mindshift_39704":{"type":"posts","id":"mindshift_39704","meta":{"index":"posts_1591205157","site":"mindshift","id":"39704","score":null,"sort":[1427895737000]},"guestAuthors":[],"slug":"three-games-about-viruses-that-teach-interconnectedness","title":"Three Games About Viruses That Teach Interconnectedness","publishDate":1427895737,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Inside a classroom, opportunities to learn about common viruses arise when illnesses cycle through, like the cold, flu and some conjunctivitis. Those ailments often come and go with students spending a couple of days recovering at home. However, the types of communicable diseases that capture the nation’s attention tend to be more deadly, such as Ebola. While students can learn about how these diseases affect the human body and communities through news, books and movies, another platform has proven itself useful as an educational tool: games. By playing games about how relationships and outcomes are tested by more deadly viruses, players are pushed to work together to ensure survival.\u003c/p>\n\u003cp>\u003cstrong>PANDEMIC\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://boardgamegeek.com/boardgame/30549/pandemic\">Pandemic\u003c/a> is a tabletop game that can be used to teach themes of global interconnectedness. Players must work together to rid the board's cities of infection outbreaks. Either everyone wins together, or all is lost. Players choose role cards, each with specific abilities. For example, “Scientists” can eliminate diseases more quickly than other players and “Dispatchers” can move anyone from city to city, regardless of location on the map. In effect, each player has a “power-up” the other doesn’t. Because there is a player limit of four, it can work best when used in a learning station connected to other content strands. It takes around 30-45 minutes to play.\u003c/p>\n\u003cp>[contextly_sidebar id=\"MIdexOwf3pCjdF8iqbXVy79NAVYQa0aa\"]\u003c/p>\n\u003cp>Games tell stories with player actions (known as “core mechanics”). Matt Leacock, designer of the cooperative board game Pandemic, explained how. “I like to create emergent systems that create story hooks, different beats that you can associate meaning to,” he said. “My games try to get positive and negative beats going, one after another. Something good happens and then something bad happens. While that’s going on--the vacillation of hope and fear--I’m also trying to get that feeling of trying to get the next goal, the next rung has to be just within reach. That challenge has to be just enough to keep you in a state of flow. I think of them [games] as story engines and I try to make them hopeful.” In other words, the life-and-death scenarios in health-themed games keep players engaged in a “state of flow,” the psychological concept of being highly engaged in a task.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are several games in the Pandemic universe. The dice version, \u003ca href=\"http://boardgamegeek.com/boardgame/150658/pandemic-cure\">Pandemic: The Cure\u003c/a>, sets up in minutes, making it logistically easy to integrate into a class lesson. There is no board; rather, there are six tiles, each representing a major region of the world.\u003c/p>\n\u003cp>\u003cstrong>PLAGUE, INC.\u003c/strong>\u003c/p>\n\u003cp>Playing as a pathogen presents a different viewpoint for learning. \u003ca href=\"https://www.commonsensemedia.org/app-reviews/plague-inc\">Plague, Inc.\u003c/a> is an app game in which players get to take on that role, playing as bacteria, virus and other contagions. “The world is your Petri dish, and you are in there, tweaking the variables,” said creator, James Vaughan. “It makes people look at the whole issue of infectious disease in a way they wouldn’t ordinarily do.”\u003c/p>\n\u003cp>Vaughan’s background as an economist has played a role in the game’s ultimate design. Plague, Inc. makes a game out of the world’s interconnected infrastructure systems, similar to other “fishbowl” games, like SimCity. “A lot of economics is about reducing the world down into certain models,” he said. “Then you make assumptions and adjust the models. You see the impact and then try to predict how things might work in the future.”\u003c/p>\n\u003cp>Upon first playing Plague, Inc., it is tempting to “power-up” the genetic makeup of the pathogen to be as lethal as possible. Doing so, however, can result in failure because if all of the human hosts are killed, the disease dies out. “It brings people to well-known concepts about infectious disease, but in a very different route,” Vaughan said. To succeed, players must take into account global health care systems and interconnected travel networks (airlines, shipping lanes), as well as the economies of developing nations.\u003c/p>\n\u003cp>Rather than points and badges, player performance is tracked in real-time with graphs and charts. “I wanted to see how the data in the model was changing over time,” Vaughan explained. “The graphs were something helpful when I was initially creating and balancing the model. It turned out that it was also something that players found interesting. The concept of infectious diseases is that of exponential growth. You really have to look at the graph to grasp the consequences of that.” Here, students are presented with an opportunity to work with data in a way that is meaningful and embedded to an experience.\u003c/p>\n\u003cp>\u003cstrong>POX\u003c/strong>\u003c/p>\n\u003cp>The reward mechanisms and intrinsic engagement that games offer can, theoretically, be used to teach the public about health concerns, such as the benefits of getting vaccinated from communicable diseases (especially amidst the re-emergence of measles in the U.S.). One example is \u003ca href=\"https://www.graphite.org/app/pox-save-the-people\">Pox: Save the People\u003c/a>, from the Tiltfactor studio at Dartmouth University. It is a cooperative \u003ca href=\"http://www.amazon.com/Tiltfactor-POX-Save-the-People/dp/B008I6RT5M\">board game\u003c/a> (also playable for free on iPad) in which “vaccinated” blue chips must surround “infected” red poker chips. Its core mechanic delivers this message: vaccination circles protect society from cured diseases, like polio, measles and small pox.\u003c/p>\n\u003cp>\u003cstrong> ASSESSING LEARNING\u003c/strong>\u003c/p>\n\u003cp>Authentic assessments, using open-ended questions and rubrics, can effectively gauge student learning with health-themed games. For example, players of \u003cem>Pox\u003c/em> can be asked how—and why—vaccination circles work. \u003cem>Pandemic \u003c/em>and \u003cem>Plague, Inc. \u003c/em>players can write diary and journal notes during play. What’s more, there are historic parallels to how the small pox affected Native Americans, as well as how the plague traveled along the Silk Road to medieval Europe. Connections can also be made to modern epidemics, too: from Ebola to the measles.\u003c/p>\n\u003cp>\u003cem>Pandemic \u003c/em>has expansion packs with additional role cards and scenarios, including bioterrorist attacks. Because it is a paper-based, students can easily modify (“mod”) their learning by making different versions of roles and situations. For digital learners, \u003cem>Plague, Inc. Evolved \u003c/em>(the PC and Mac version) features the Contagious Content Creator, which turns players into designers, affording an opportunity to work within Vaughan’s model. So far, the community has recreated historic plagues, like small pox and Spanish influenza, as well as modeled how infectious ideas—like democracy—spread. In 2014, there was a Christmas-themed epidemic, in which happiness spread worldwide.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD CONNECTIONS \u003c/strong>\u003c/p>\n\u003cp>When fears of Ebola in the United States rose in the fall of 2014, so did downloads of \u003cem>Plague, Inc.\u003c/em> Vaughan harnessed his player community to raise $76,000. He said, “[People] don’t always realize how a community of gamers can come together as a force for good.” Similarly, in December 2014, “Pandemic Parties” raised money and awareness for Doctors Without Borders, the international organization working to treat Ebola in West African nations. As of February 2015, Pandemic Parties collectively raised over $50,000.\u003c/p>\n\u003cp>In 2013, the Center for Disease Control (CDC) invited Vaughan to speak about public health issues. (The CDC is headquartered in Atlanta, GA, where play begins on the \u003cem>Pandemic \u003c/em>game board.) While there, Vaughan had the opportunity to speak to experts about how to use games to increase public awareness of certain health issues. “\u003cem>Plague Inc.\u003c/em> isn’t going to teach someone everything they need to know about infectious diseases,” Vaughan explained. “However, it will get people thinking about disease. That’s something the CDC has tried with the public, like with its Zombie Preparedness Kit. It’s impactful because it turns people on their heads a bit.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Games can help students understand how diseases spread and how people work together in a connected world.","status":"publish","parent":0,"modified":1427908757,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1337},"headData":{"title":"Three Games About Viruses That Teach Interconnectedness | KQED","description":"Games can help students understand how diseases spread and how people work together in a connected world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39704 http://blogs.kqed.org/mindshift/?p=39704","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/01/three-games-about-viruses-that-teach-interconnectedness/","disqusTitle":"Three Games About Viruses That Teach Interconnectedness","path":"/mindshift/39704/three-games-about-viruses-that-teach-interconnectedness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Inside a classroom, opportunities to learn about common viruses arise when illnesses cycle through, like the cold, flu and some conjunctivitis. Those ailments often come and go with students spending a couple of days recovering at home. However, the types of communicable diseases that capture the nation’s attention tend to be more deadly, such as Ebola. While students can learn about how these diseases affect the human body and communities through news, books and movies, another platform has proven itself useful as an educational tool: games. By playing games about how relationships and outcomes are tested by more deadly viruses, players are pushed to work together to ensure survival.\u003c/p>\n\u003cp>\u003cstrong>PANDEMIC\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://boardgamegeek.com/boardgame/30549/pandemic\">Pandemic\u003c/a> is a tabletop game that can be used to teach themes of global interconnectedness. Players must work together to rid the board's cities of infection outbreaks. Either everyone wins together, or all is lost. Players choose role cards, each with specific abilities. For example, “Scientists” can eliminate diseases more quickly than other players and “Dispatchers” can move anyone from city to city, regardless of location on the map. In effect, each player has a “power-up” the other doesn’t. Because there is a player limit of four, it can work best when used in a learning station connected to other content strands. It takes around 30-45 minutes to play.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Games tell stories with player actions (known as “core mechanics”). Matt Leacock, designer of the cooperative board game Pandemic, explained how. “I like to create emergent systems that create story hooks, different beats that you can associate meaning to,” he said. “My games try to get positive and negative beats going, one after another. Something good happens and then something bad happens. While that’s going on--the vacillation of hope and fear--I’m also trying to get that feeling of trying to get the next goal, the next rung has to be just within reach. That challenge has to be just enough to keep you in a state of flow. I think of them [games] as story engines and I try to make them hopeful.” In other words, the life-and-death scenarios in health-themed games keep players engaged in a “state of flow,” the psychological concept of being highly engaged in a task.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are several games in the Pandemic universe. The dice version, \u003ca href=\"http://boardgamegeek.com/boardgame/150658/pandemic-cure\">Pandemic: The Cure\u003c/a>, sets up in minutes, making it logistically easy to integrate into a class lesson. There is no board; rather, there are six tiles, each representing a major region of the world.\u003c/p>\n\u003cp>\u003cstrong>PLAGUE, INC.\u003c/strong>\u003c/p>\n\u003cp>Playing as a pathogen presents a different viewpoint for learning. \u003ca href=\"https://www.commonsensemedia.org/app-reviews/plague-inc\">Plague, Inc.\u003c/a> is an app game in which players get to take on that role, playing as bacteria, virus and other contagions. “The world is your Petri dish, and you are in there, tweaking the variables,” said creator, James Vaughan. “It makes people look at the whole issue of infectious disease in a way they wouldn’t ordinarily do.”\u003c/p>\n\u003cp>Vaughan’s background as an economist has played a role in the game’s ultimate design. Plague, Inc. makes a game out of the world’s interconnected infrastructure systems, similar to other “fishbowl” games, like SimCity. “A lot of economics is about reducing the world down into certain models,” he said. “Then you make assumptions and adjust the models. You see the impact and then try to predict how things might work in the future.”\u003c/p>\n\u003cp>Upon first playing Plague, Inc., it is tempting to “power-up” the genetic makeup of the pathogen to be as lethal as possible. Doing so, however, can result in failure because if all of the human hosts are killed, the disease dies out. “It brings people to well-known concepts about infectious disease, but in a very different route,” Vaughan said. To succeed, players must take into account global health care systems and interconnected travel networks (airlines, shipping lanes), as well as the economies of developing nations.\u003c/p>\n\u003cp>Rather than points and badges, player performance is tracked in real-time with graphs and charts. “I wanted to see how the data in the model was changing over time,” Vaughan explained. “The graphs were something helpful when I was initially creating and balancing the model. It turned out that it was also something that players found interesting. The concept of infectious diseases is that of exponential growth. You really have to look at the graph to grasp the consequences of that.” Here, students are presented with an opportunity to work with data in a way that is meaningful and embedded to an experience.\u003c/p>\n\u003cp>\u003cstrong>POX\u003c/strong>\u003c/p>\n\u003cp>The reward mechanisms and intrinsic engagement that games offer can, theoretically, be used to teach the public about health concerns, such as the benefits of getting vaccinated from communicable diseases (especially amidst the re-emergence of measles in the U.S.). One example is \u003ca href=\"https://www.graphite.org/app/pox-save-the-people\">Pox: Save the People\u003c/a>, from the Tiltfactor studio at Dartmouth University. It is a cooperative \u003ca href=\"http://www.amazon.com/Tiltfactor-POX-Save-the-People/dp/B008I6RT5M\">board game\u003c/a> (also playable for free on iPad) in which “vaccinated” blue chips must surround “infected” red poker chips. Its core mechanic delivers this message: vaccination circles protect society from cured diseases, like polio, measles and small pox.\u003c/p>\n\u003cp>\u003cstrong> ASSESSING LEARNING\u003c/strong>\u003c/p>\n\u003cp>Authentic assessments, using open-ended questions and rubrics, can effectively gauge student learning with health-themed games. For example, players of \u003cem>Pox\u003c/em> can be asked how—and why—vaccination circles work. \u003cem>Pandemic \u003c/em>and \u003cem>Plague, Inc. \u003c/em>players can write diary and journal notes during play. What’s more, there are historic parallels to how the small pox affected Native Americans, as well as how the plague traveled along the Silk Road to medieval Europe. Connections can also be made to modern epidemics, too: from Ebola to the measles.\u003c/p>\n\u003cp>\u003cem>Pandemic \u003c/em>has expansion packs with additional role cards and scenarios, including bioterrorist attacks. Because it is a paper-based, students can easily modify (“mod”) their learning by making different versions of roles and situations. For digital learners, \u003cem>Plague, Inc. Evolved \u003c/em>(the PC and Mac version) features the Contagious Content Creator, which turns players into designers, affording an opportunity to work within Vaughan’s model. So far, the community has recreated historic plagues, like small pox and Spanish influenza, as well as modeled how infectious ideas—like democracy—spread. In 2014, there was a Christmas-themed epidemic, in which happiness spread worldwide.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD CONNECTIONS \u003c/strong>\u003c/p>\n\u003cp>When fears of Ebola in the United States rose in the fall of 2014, so did downloads of \u003cem>Plague, Inc.\u003c/em> Vaughan harnessed his player community to raise $76,000. He said, “[People] don’t always realize how a community of gamers can come together as a force for good.” Similarly, in December 2014, “Pandemic Parties” raised money and awareness for Doctors Without Borders, the international organization working to treat Ebola in West African nations. As of February 2015, Pandemic Parties collectively raised over $50,000.\u003c/p>\n\u003cp>In 2013, the Center for Disease Control (CDC) invited Vaughan to speak about public health issues. (The CDC is headquartered in Atlanta, GA, where play begins on the \u003cem>Pandemic \u003c/em>game board.) While there, Vaughan had the opportunity to speak to experts about how to use games to increase public awareness of certain health issues. “\u003cem>Plague Inc.\u003c/em> isn’t going to teach someone everything they need to know about infectious diseases,” Vaughan explained. “However, it will get people thinking about disease. That’s something the CDC has tried with the public, like with its Zombie Preparedness Kit. It’s impactful because it turns people on their heads a bit.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39704/three-games-about-viruses-that-teach-interconnectedness","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20809","mindshift_20784","mindshift_1040","mindshift_548"],"featImg":"mindshift_39961","label":"mindshift"},"mindshift_39286":{"type":"posts","id":"mindshift_39286","meta":{"index":"posts_1591205157","site":"mindshift","id":"39286","score":null,"sort":[1423493802000]},"guestAuthors":[],"slug":"the-benefits-of-paper-prototypes-in-games-and-learning","title":"The Benefits of Paper Prototypes in Games and Learning","publishDate":1423493802,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39292\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/christopher-rodriguez-3/\" rel=\"attachment wp-att-39292\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Christopher-Rodriguez2.gif\" alt=\"Flickr/Christopher Rodriguez\" width=\"640\" height=\"960\" class=\"size-full wp-image-39292\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/32607104@N08/6591972143\">Flickr/Christopher Rodriguez\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>,” by Matthew Farber. This excerpt is from the chapter entitled “Iterative Design.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Paper Prototyping\u003c/strong>\u003c/p>\n\u003cp>Tracy Fullerton, director of the University of Southern California’s Game Innovation Lab, wrote the textbook Game Design Workshop, now in its 3rd edition. Paper prototyping and iterative design is something that The Game Innovation Lab has done for over a decade. Many academic institutions use the methodology to create innovative games. In March 2014 I asked Fullerton how teachers could apply techniques such as paper prototyping and iterative design in the classroom. She pointed out how similar the process was to constructivism, or learning from doing. She said, “It’s a version of constructivist education, more focused on systems thinking than just making.”\u003c/p>\n\u003cp>Digital games are sometimes paper prototyped as collectible trading card games. Pokémon, Magic: The Gathering, and Yu-Gi-Oh! are examples of this. In 2013 Barry Joseph, at the Museum of Natural History in New York City, co-designed dinosaur trading cards with Nick Fortugno. The deck is called Pterosaurs: The Card Game. There is also a category of trading card game apps on iTunes. One example of a digital card game is Calculords, which features several decks to collect. The strategy game depends on the player’s arithmetic skills.\u003c/p>\n\u003cp>GlassLab’s Erin Hoffman explained the design process in creating its first tablet game, Mars Generation One: Argubot Academy (2014). We initially spoke about the app in January 2014. It went from trading cards to interactive fiction (covered later in this chapter) to digital. The mechanics of play were worked out first using paper before any money was spent on graphical renderings. The mechanic of argumentation was modeled on Pokémon card duels. “For the argument game [Mars Generation One], we did a paper prototype,” she explained. “We got cards, played Pokémon to get the feel for what would work, the phases of battle. We paper prototyped the map exploration.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"9texwCxnBNhQROBW6atg5hSD66H3KT8W\"]\u003c/p>\n\u003cp>Because paper-based games seem readily easy to make and modify, I wanted to learn more about the process. In August 2013 I had the opportunity to playtest a nondigital game called Socratic Smackdown. It is an “energetic discussion-based humanities game” called Socratic Smackdown (Institute of Play, 2014). Teams of four or six students engage in a gamified Socratic discussion. Textual evidence must be made to support claims. The game builds argumentative thinking skills—a Common Core State Standard for English language arts. Mission Lab at the Quest to Learn school designed the game in collaboration with teacher Rebecca Grodner. She even used it for her school’s “boss level” (end of trimester challenge) as a method for discussing dystopian novels in small reading groups. The rules were changed, with limits restricting what students could do or say. The remix was dubbed Socratic Crackdown, and hosted by Grodner dressed as the Hunger Games’s Effie Trinket. I was curious about how Mission Lab designed game-like learning experiences. Katie Salen, founder of the Institute of Play and Quest to Learn, explained the process to me. She said:\u003c/p>\n\u003cblockquote>\u003cp>It starts with the learning outcomes, the kinds of actions of “doing.” If you see a kid doing something, you say, “Ah! They get this. They understand this concept.” Start there. Ask what are the types of situations or actions I could get a kid to do that? Ask what would provide a practice space for ways of doing, ways of thinking. Socratic Smackdown came out of that early vision. When we see kids making arguments and debating, we ask what situations can they be put in to arrive at that? That’s how you make games and map out the experiences.\u003c/p>\u003c/blockquote>\n\u003cp>I spoke at length with Mission Lab’s Shula Ehrlich, co-designer of Socratic Smackdown. We spoke in January 2014. Ehrlich first heard about Quest to Learn and Institute of Play while taking classes at Parsons the New School for Design in New York City (Katie Salen taught at Parsons prior to her current position at DePaul University in Chicago). She saw the power of games in engaging students and she wanted to be part of that initiative. After 4 years at the Institute, she became a lead designer. A lot of what she designs is close to project-based learning; some of the designs are more game-like than others.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/gamify-your-classroom/\" rel=\"attachment wp-att-39287\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Gamify-Your-Classroom-300x461.png\" alt=\"Gamify Your Classroom\" width=\"300\" height=\"461\" class=\"alignleft size-medium wp-image-39287\">\u003c/a>Quest to Learn uses about 95% paper-based games, although they are moving more towards digital. They do have a MinecraftEdu server, and teach digital game design and systems thinking with Gamestar Mechanic. Mission Lab is the Institute of Play’s design studio situated within its Quest to Learn school. The team is comprised of game and learning designers. They give full- time support to the game-like curriculum. Mission Lab works collaboratively with teachers; each teacher is paired with one learning designer and one game designer. They meet once or twice a week to develop a curriculum and to develop games to be used in the classroom. Most of the original games are nondigital, and often involve cards, dice and/or game boards. Ehrlich told me that they “really like paper-based because teachers and students can modify the games; digital is a black box to most people.” Teachers with little to no background knowledge of game design can modify or adapt a nondigital game more easily than a video game. Paper-based games have a low barrier to use, allowing for iteration from year to year. Mission Lab games offer students different possible scenarios. Ehrlich described the process:\u003c/p>\n\u003cblockquote>\u003cp>We call it exploding the game. Stretching out the capacity of the game as a teaching tool. I think it’s more powerful than playing a game once. The important thing is what surrounds a game. It’s not one discrete thing you play and that’s it. A game is situated in a larger learning trajectory. There are lessons before, related activities, and a period of rolling out pieces of the game.\u003c/p>\u003c/blockquote>\n\u003cp>Ehrlich gave me an example of “exploding a game.” She described the 7th-grade math game Absolute Blast. It is a card game about rockets that teaches the concept of absolute value. In the game, every player has three rockets and needs the highest absolute value to shoot into space. It teaches adding, subtracting, multiplying, and dividing integers, as well as negative and positive numbers. Ehrlich explained:\u003c/p>\n\u003cblockquote>\u003cp>To explode it, the teacher rolls out a simplified version: just one rocket instead of three. You only play the cards on your own board, not others. This gets students acclimated to the rules, the basic structure of the gameplay, and math concepts. Then there is more teaching and related activities, and then back to the game, which becomes more complicated. After that the kids reflect until, finally, the full version.\u003c/p>\u003c/blockquote>\n\u003cp>Once a game is exploded, Quest teachers—like other educators—assess student learning. The teacher gives the class a piece of paper with a picture of a frozen game state and asks, “What would you do in this scenario? What would each player do in this scenario? Explain your reasoning.” Here the teacher is asking the student to reflect on game strategy as well as underlying skills. Both are higher-order challenges; the game-related question puts the learning in an authentic context. Ehrlich summed it up concisely: “We think of exploding the game as before gameplay, during gameplay, and after gameplay.”\u003c/p>\n\u003cp>After researching paper prototyping, I was inspired to create a student center. After all, student-created games meet many Common Core State Standards—plus, it is a fun activity! I purchased inexpensive plastic drawers and filled them with different game artifacts. The station currently contains several inexpensive items:\u003c/p>\n\u003cp>• Dry erase spinners \u003cbr>\n• Dry erase whiteboards\u003cbr>\n• Plastic poker chips (for game tokens—not gambling)\u003cbr>\n• Novelty eraser caps (useful as game pieces)\u003cbr>\n• Different sizes of blank index cards\u003cbr>\n• Color folders, to be used as game boards\u003cbr>\n• Hourglasses\u003cbr>\n• Toy money\u003cbr>\n• Rulers\u003cbr>\n• Several sets of dice—and not just 6-sided\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://matthewfarber.com/\">Matthew Farber\u003c/a> teaches social studies at Valleyview Middle School, in Denville, New Jersey, and is currently a Doctoral Candidate in Educational Technology Leadership at New Jersey City University. His book, \u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>, is available from Peter Lang Publishing. You can follow him on Twitter \u003ca href=\"https://twitter.com/matthewfarber\">@MatthewFarber\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most games, including digital ones, start with a paper prototype. Students and educators can learn from the process of planning, drawing and creating a game on paper. ","status":"publish","parent":0,"modified":1423495607,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1469},"headData":{"title":"The Benefits of Paper Prototypes in Games and Learning | KQED","description":"Most games, including digital ones, start with a paper prototype. Students and educators can learn from the process of planning, drawing and creating a game on paper. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39286 http://blogs.kqed.org/mindshift/?p=39286","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/09/the-benefits-of-paper-prototypes-in-games-and-learning/","disqusTitle":"The Benefits of Paper Prototypes in Games and Learning","path":"/mindshift/39286/the-benefits-of-paper-prototypes-in-games-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39292\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/christopher-rodriguez-3/\" rel=\"attachment wp-att-39292\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Christopher-Rodriguez2.gif\" alt=\"Flickr/Christopher Rodriguez\" width=\"640\" height=\"960\" class=\"size-full wp-image-39292\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/32607104@N08/6591972143\">Flickr/Christopher Rodriguez\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>,” by Matthew Farber. This excerpt is from the chapter entitled “Iterative Design.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Paper Prototyping\u003c/strong>\u003c/p>\n\u003cp>Tracy Fullerton, director of the University of Southern California’s Game Innovation Lab, wrote the textbook Game Design Workshop, now in its 3rd edition. Paper prototyping and iterative design is something that The Game Innovation Lab has done for over a decade. Many academic institutions use the methodology to create innovative games. In March 2014 I asked Fullerton how teachers could apply techniques such as paper prototyping and iterative design in the classroom. She pointed out how similar the process was to constructivism, or learning from doing. She said, “It’s a version of constructivist education, more focused on systems thinking than just making.”\u003c/p>\n\u003cp>Digital games are sometimes paper prototyped as collectible trading card games. Pokémon, Magic: The Gathering, and Yu-Gi-Oh! are examples of this. In 2013 Barry Joseph, at the Museum of Natural History in New York City, co-designed dinosaur trading cards with Nick Fortugno. The deck is called Pterosaurs: The Card Game. There is also a category of trading card game apps on iTunes. One example of a digital card game is Calculords, which features several decks to collect. The strategy game depends on the player’s arithmetic skills.\u003c/p>\n\u003cp>GlassLab’s Erin Hoffman explained the design process in creating its first tablet game, Mars Generation One: Argubot Academy (2014). We initially spoke about the app in January 2014. It went from trading cards to interactive fiction (covered later in this chapter) to digital. The mechanics of play were worked out first using paper before any money was spent on graphical renderings. The mechanic of argumentation was modeled on Pokémon card duels. “For the argument game [Mars Generation One], we did a paper prototype,” she explained. “We got cards, played Pokémon to get the feel for what would work, the phases of battle. We paper prototyped the map exploration.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Because paper-based games seem readily easy to make and modify, I wanted to learn more about the process. In August 2013 I had the opportunity to playtest a nondigital game called Socratic Smackdown. It is an “energetic discussion-based humanities game” called Socratic Smackdown (Institute of Play, 2014). Teams of four or six students engage in a gamified Socratic discussion. Textual evidence must be made to support claims. The game builds argumentative thinking skills—a Common Core State Standard for English language arts. Mission Lab at the Quest to Learn school designed the game in collaboration with teacher Rebecca Grodner. She even used it for her school’s “boss level” (end of trimester challenge) as a method for discussing dystopian novels in small reading groups. The rules were changed, with limits restricting what students could do or say. The remix was dubbed Socratic Crackdown, and hosted by Grodner dressed as the Hunger Games’s Effie Trinket. I was curious about how Mission Lab designed game-like learning experiences. Katie Salen, founder of the Institute of Play and Quest to Learn, explained the process to me. She said:\u003c/p>\n\u003cblockquote>\u003cp>It starts with the learning outcomes, the kinds of actions of “doing.” If you see a kid doing something, you say, “Ah! They get this. They understand this concept.” Start there. Ask what are the types of situations or actions I could get a kid to do that? Ask what would provide a practice space for ways of doing, ways of thinking. Socratic Smackdown came out of that early vision. When we see kids making arguments and debating, we ask what situations can they be put in to arrive at that? That’s how you make games and map out the experiences.\u003c/p>\u003c/blockquote>\n\u003cp>I spoke at length with Mission Lab’s Shula Ehrlich, co-designer of Socratic Smackdown. We spoke in January 2014. Ehrlich first heard about Quest to Learn and Institute of Play while taking classes at Parsons the New School for Design in New York City (Katie Salen taught at Parsons prior to her current position at DePaul University in Chicago). She saw the power of games in engaging students and she wanted to be part of that initiative. After 4 years at the Institute, she became a lead designer. A lot of what she designs is close to project-based learning; some of the designs are more game-like than others.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/the-benefits-of-paper-prototypes-in-games-and-learning/gamify-your-classroom/\" rel=\"attachment wp-att-39287\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Gamify-Your-Classroom-300x461.png\" alt=\"Gamify Your Classroom\" width=\"300\" height=\"461\" class=\"alignleft size-medium wp-image-39287\">\u003c/a>Quest to Learn uses about 95% paper-based games, although they are moving more towards digital. They do have a MinecraftEdu server, and teach digital game design and systems thinking with Gamestar Mechanic. Mission Lab is the Institute of Play’s design studio situated within its Quest to Learn school. The team is comprised of game and learning designers. They give full- time support to the game-like curriculum. Mission Lab works collaboratively with teachers; each teacher is paired with one learning designer and one game designer. They meet once or twice a week to develop a curriculum and to develop games to be used in the classroom. Most of the original games are nondigital, and often involve cards, dice and/or game boards. Ehrlich told me that they “really like paper-based because teachers and students can modify the games; digital is a black box to most people.” Teachers with little to no background knowledge of game design can modify or adapt a nondigital game more easily than a video game. Paper-based games have a low barrier to use, allowing for iteration from year to year. Mission Lab games offer students different possible scenarios. Ehrlich described the process:\u003c/p>\n\u003cblockquote>\u003cp>We call it exploding the game. Stretching out the capacity of the game as a teaching tool. I think it’s more powerful than playing a game once. The important thing is what surrounds a game. It’s not one discrete thing you play and that’s it. A game is situated in a larger learning trajectory. There are lessons before, related activities, and a period of rolling out pieces of the game.\u003c/p>\u003c/blockquote>\n\u003cp>Ehrlich gave me an example of “exploding a game.” She described the 7th-grade math game Absolute Blast. It is a card game about rockets that teaches the concept of absolute value. In the game, every player has three rockets and needs the highest absolute value to shoot into space. It teaches adding, subtracting, multiplying, and dividing integers, as well as negative and positive numbers. Ehrlich explained:\u003c/p>\n\u003cblockquote>\u003cp>To explode it, the teacher rolls out a simplified version: just one rocket instead of three. You only play the cards on your own board, not others. This gets students acclimated to the rules, the basic structure of the gameplay, and math concepts. Then there is more teaching and related activities, and then back to the game, which becomes more complicated. After that the kids reflect until, finally, the full version.\u003c/p>\u003c/blockquote>\n\u003cp>Once a game is exploded, Quest teachers—like other educators—assess student learning. The teacher gives the class a piece of paper with a picture of a frozen game state and asks, “What would you do in this scenario? What would each player do in this scenario? Explain your reasoning.” Here the teacher is asking the student to reflect on game strategy as well as underlying skills. Both are higher-order challenges; the game-related question puts the learning in an authentic context. Ehrlich summed it up concisely: “We think of exploding the game as before gameplay, during gameplay, and after gameplay.”\u003c/p>\n\u003cp>After researching paper prototyping, I was inspired to create a student center. After all, student-created games meet many Common Core State Standards—plus, it is a fun activity! I purchased inexpensive plastic drawers and filled them with different game artifacts. The station currently contains several inexpensive items:\u003c/p>\n\u003cp>• Dry erase spinners \u003cbr>\n• Dry erase whiteboards\u003cbr>\n• Plastic poker chips (for game tokens—not gambling)\u003cbr>\n• Novelty eraser caps (useful as game pieces)\u003cbr>\n• Different sizes of blank index cards\u003cbr>\n• Color folders, to be used as game boards\u003cbr>\n• Hourglasses\u003cbr>\n• Toy money\u003cbr>\n• Rulers\u003cbr>\n• Several sets of dice—and not just 6-sided\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://matthewfarber.com/\">Matthew Farber\u003c/a> teaches social studies at Valleyview Middle School, in Denville, New Jersey, and is currently a Doctoral Candidate in Educational Technology Leadership at New Jersey City University. His book, \u003ca href=\"http://peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80594&cid=5&concordeid=312670\">Gamify Your Classroom: A Field Guide to Game-Based Learning\u003c/a>, is available from Peter Lang Publishing. You can follow him on Twitter \u003ca href=\"https://twitter.com/matthewfarber\">@MatthewFarber\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39286/the-benefits-of-paper-prototypes-in-games-and-learning","authors":["4354"],"categories":["mindshift_20579","mindshift_20523"],"tags":["mindshift_20809","mindshift_20784","mindshift_1040","mindshift_282","mindshift_548"],"featImg":"mindshift_39290","label":"mindshift"},"mindshift_39095":{"type":"posts","id":"mindshift_39095","meta":{"index":"posts_1591205157","site":"mindshift","id":"39095","score":null,"sort":[1422455502000]},"guestAuthors":[],"slug":"no-tech-board-games-that-teach-coding-skills-to-young-children","title":"No-Tech Board Games That Teach Coding Skills to Young Children","publishDate":1422455502,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>[contextly_sidebar id=\"FbVeUCt3wzV8WsFvxkZZUuA2daIcpenx\"]\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=RHjB9XQodzE&w=560&h=315]\u003c/p>\n\n","blocks":[],"excerpt":"Programming for young children gets pared down to its analog basics in several board games that teach sequences of commands. ","status":"publish","parent":0,"modified":1422463427,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1095},"headData":{"title":"No-Tech Board Games That Teach Coding Skills to Young Children | KQED","description":"Programming for young children gets pared down to its analog basics in several board games that teach sequences of commands. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39095 http://blogs.kqed.org/mindshift/?p=39095","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/28/no-tech-board-games-that-teach-coding-skills-to-young-children/","disqusTitle":"No-Tech Board Games That Teach Coding Skills to Young Children","path":"/mindshift/39095/no-tech-board-games-that-teach-coding-skills-to-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RHjB9XQodzE'\n title='//www.youtube.com/embed/RHjB9XQodzE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39095/no-tech-board-games-that-teach-coding-skills-to-young-children","authors":["4354"],"categories":["mindshift_195","mindshift_20639"],"tags":["mindshift_20809","mindshift_981","mindshift_20784","mindshift_1040","mindshift_548","mindshift_499"],"featImg":"mindshift_39102","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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