Prior to this educational technology class, I would not have been inclined to use a video game as a teaching tool. My exposure to video games has been with programs designed basically for entertainment. Video games were games to be played on a television screen using controllers and a console. I had not thought of games and resources online as a category for video games. Gee’s article, Good Video Games, the Human Mind, and Good Learning defines video games as “‘action-and-goal-directed preparations for, and simulations of, embodied experience’” (Gee 2). Simply stated, video games “act like the human mind and are a good place to study and produce human thinking and learning” (2).  If I think of video games in that matter, then I am more likely to utilize them in my classroom, especially after I complete this Video Game Exploration.

Technology is extremely prevalent in our society, in our homes, and in our future workplaces. Someone even told me once that knowing how to use a computer is going to be equivalent to knowing how to read.  For these reasons, we must integrate technology in our classrooms. Students should be familiar with technology and how to use it. By using online experiences in the classroom, students are becoming more proficient with technology. However, it is more important that the types of technology we use enhance children’s learning than it is just to use technology for the sake of it. Meaning, the video games that we choose to use in our classroom should be quality games that can fit curriculum and be integrated into instruction.

Gee explains how good computer and video games have good learning principles built into them. The article goes on to say, “The stronger any game is on more of the features on the list, the better its score for learning. The list is organized into three sections: I. Empowered Learners; II. Problem Solving; III. Understanding” (Gee 30).  I decided to look at the sections, read the principles relevant to learning, and then comment on my game regarding a few of the principles to see how good of a learning game, “Hamster Run,” is in accordance with Gee’s perspective. Since my previous posts have identified the positives of the game, I am going to share the aspects and principles that are not as strong or that I feel need to be approved.

The “identity” principle, which is located under the “Empowered Learners” section indicates, “Good games offer players identities that trigger a deep investment on the part of the player” (11). I think the characters are really cute, and as a young child, they would enjoy choosing which of the following ones they would want to use.

However, I would not say the players have any personal connection to the characters. This could be improved simply by adding names or stories to the characters so that the children want to inhabit a specific one based on the character’s personalities or stories.

 Another principle that I feel could be changed is the “Sandboxes” principle under the “Problem Solving” category. This principle in regards to games states that “things cannot go too wrong too quickly or, perhaps, even at all” (18). In “Hamster Run,” when the player creates an unsuccessful path, Ruff Ruffman says things like, “All builders have to redesign sometimes, trying building it a little differently” and “So close! You might have to move some things around.” The hamster, as seen below, will just continue to run into whatever is stopping him until the player moves pieces around.

Meaning, things cannot go too wrong, and the game actually includes the “Sandbox” feature. However, as a player, I think there is no incentive to try to not fail because you can’t really fail. I feel the game might be more fun and authentic if there was at least a little pressure to reach the carrot successfully. I appreciate, though, that there is not too much pressure, where the players get frustrated and either give up or continuously fail each level. There is a fine line between being pressured and being too pressured.

Ultimately, there are improvements the game, “Hamster Run,” could provide to make it more relevant to learning. However, the game does include aspects of the majority of the principles, and therefore, I believe it is beneficial to children’s learning and development. After researching this game and playing it for a significant time, I have determined that I would most definitely use this in my classroom.