Erik Box Games
Faculty Mentor
Sanmeet Kaur
Presentation Type
Oral Presentation
Start Date
5-7-2024 9:30 AM
End Date
5-7-2024 9:50 AM
Location
PAT 348
Primary Discipline of Presentation
Computer Science
Abstract
Erik Box Games
Alysha McCullough, Bryan Snyder, Clark Rabe, Curtis Melton, Nicholas Parkman
Abstract
This project explores the integration of video games within high school education, focusing on the development of argumentative writing skills through game-based learning. Utilizing the engaging framework of multiplayer games, similar to the well known "JackBox Games" series, we have created an educational platform that intends to improve the teaching and learning of argumentative writing. The Unity game engine serves as our foundation in creating this game. In our game, students participate in a variety of minigames, each designed to foster the construction of logical, coherent, and persuasive arguments by defending or challenging positions on diverse topics. Acting as the game host, teachers facilitate gameplay, ensure appropriate content, and offer instantaneous feedback, enhancing the educational value of the game.
The game's narrative is structured around multiple minigames, where students adopt avatars to engage in debates, simulating real-world argumentative scenarios. This design is central to our way of merging educational objectives with interactive gaming elements, which will encourage exploration, discussion, and critical thinking among students within the subject of argumentative writing. Educational content is blended into gameplay, providing a narrative that guides students through constructing and deconstructing arguments, all within a collaborative and competitive online environment.
Positioned at the intersection of education, technology, and gaming, our project offers a novel lens to view and enhance traditional teaching methodologies. Preliminary feedback from educators and students hints at a significant rise in engagement and more comprehensive understanding of argumentative writing skills. By conducting user studies, we aim to both quantitatively and qualitatively assess the impact of our game on students' learning outcomes. This initiative not only charts a new course in high school education but also contributes to the evolving landscape of digital pedagogy, suggesting broader implications for innovative educational practices in the 21st century.
The game's narrative is structured around multiple minigames, where students adopt avatars to engage in debates, simulating real-world argumentative scenarios. This design is central to our way of merging educational objectives with interactive gaming elements, which will encourage exploration, discussion, and critical thinking among students within the subject of argumentative writing. Educational content is blended into gameplay, providing a narrative that guides students through constructing and deconstructing arguments, all within a collaborative and competitive online environment.
Positioned at the intersection of education, technology, and gaming, our project offers a novel lens to view and enhance traditional teaching methodologies. Preliminary feedback from educators and students hints at a significant rise in engagement and more comprehensive understanding of argumentative writing skills. By conducting user studies, we aim to both quantitatively and qualitatively assess the impact of our game on students' learning outcomes. This initiative not only charts a new course in high school education but also contributes to the evolving landscape of digital pedagogy, suggesting broader implications for innovative educational practices in the 21st century.
Recommended Citation
Snyder, Bryan; McCullough, Alysha; Rabe, Clark; Melton, Curtis; and Parkman, Nicholas, "Erik Box Games" (2024). 2024 Symposium. 2.
https://dc.ewu.edu/srcw_2024/op_2024/o6_2024/2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Erik Box Games
PAT 348
Erik Box Games
Alysha McCullough, Bryan Snyder, Clark Rabe, Curtis Melton, Nicholas Parkman
Abstract
This project explores the integration of video games within high school education, focusing on the development of argumentative writing skills through game-based learning. Utilizing the engaging framework of multiplayer games, similar to the well known "JackBox Games" series, we have created an educational platform that intends to improve the teaching and learning of argumentative writing. The Unity game engine serves as our foundation in creating this game. In our game, students participate in a variety of minigames, each designed to foster the construction of logical, coherent, and persuasive arguments by defending or challenging positions on diverse topics. Acting as the game host, teachers facilitate gameplay, ensure appropriate content, and offer instantaneous feedback, enhancing the educational value of the game.
The game's narrative is structured around multiple minigames, where students adopt avatars to engage in debates, simulating real-world argumentative scenarios. This design is central to our way of merging educational objectives with interactive gaming elements, which will encourage exploration, discussion, and critical thinking among students within the subject of argumentative writing. Educational content is blended into gameplay, providing a narrative that guides students through constructing and deconstructing arguments, all within a collaborative and competitive online environment.
Positioned at the intersection of education, technology, and gaming, our project offers a novel lens to view and enhance traditional teaching methodologies. Preliminary feedback from educators and students hints at a significant rise in engagement and more comprehensive understanding of argumentative writing skills. By conducting user studies, we aim to both quantitatively and qualitatively assess the impact of our game on students' learning outcomes. This initiative not only charts a new course in high school education but also contributes to the evolving landscape of digital pedagogy, suggesting broader implications for innovative educational practices in the 21st century.
The game's narrative is structured around multiple minigames, where students adopt avatars to engage in debates, simulating real-world argumentative scenarios. This design is central to our way of merging educational objectives with interactive gaming elements, which will encourage exploration, discussion, and critical thinking among students within the subject of argumentative writing. Educational content is blended into gameplay, providing a narrative that guides students through constructing and deconstructing arguments, all within a collaborative and competitive online environment.
Positioned at the intersection of education, technology, and gaming, our project offers a novel lens to view and enhance traditional teaching methodologies. Preliminary feedback from educators and students hints at a significant rise in engagement and more comprehensive understanding of argumentative writing skills. By conducting user studies, we aim to both quantitatively and qualitatively assess the impact of our game on students' learning outcomes. This initiative not only charts a new course in high school education but also contributes to the evolving landscape of digital pedagogy, suggesting broader implications for innovative educational practices in the 21st century.
Comments
We would like to give a live demonstration of the game we are developing.