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#6372993 Jul 10, 2012 at 02:33 PM
128 Posts
I didn't spend as much time in Eye of the Donkey (most of it was in the lecture really), but it reminds me of another game that I am currently playing: LA Noire. I am wondering if it would be helpful to create parallels in educational games to ludic games so that people can make immediate connections (activate schemas) and know (more or less) what is required in the game (in terms of gameplay)
Feel free to call me "AK"
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#6373599 Jul 10, 2012 at 04:56 PM
9 Posts
I listened to about half the lecture and got somewhat annoyed that my classmates knew a lot more about PCRs than I did. All of them answered the teacher's questions correctly every time. So I decided to jump into the game. Another slideshow-style format. Interesting narrative and a cranky, demanding boss – fun! But shortly after getting into the forensics lab, I discovered that I should have taken notes during the lecture and needed to see the whole thing, no doubt hitting pause from time to time to take it in. Would I use this game? Sure, if I taught biology. At this point, I see less crossover to general critical thinking skills than Viking Quest. It’s definitely strong on content. I may play it again.
#6373863 Jul 10, 2012 at 05:47 PM
19 Posts
I listened to the whole lecture, but found it quite overwhelming. I think that from a teaching point of view, it covered too much material for the layman. I would like to have had more player participation in the learning section with some manipulation of the materials instead of just a lecture and Q & A.

The game part was easy to do but rather boring.
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