More edutainment (was: Re: gtkpool/gperiodic)

[bickiia@earlham.edu]

>> Perhaps someone coming along could see how to put together a set of 

>> programs for a chemistry class. Doug, would a simulated chemistry set

>> qualify as edutainment.
>> 
>It depends on how it's presented.  As I said in my previous post, I
>think edutainment software is generally goal-oriented rather than just

>exploratory.  There's usually a way to "win the game."  If the 
>simulated chemistry set had experiments that had to be performed  
>properly and the results understood for the user to win a prestigious 

>prize or to obtain a specific degree or something, it would probably 
>qualify.

I don't think this necessarily has to be true.  I think Simcity is
actually a fairly decent game, education-wise.  If nothing else, at
least the educational component isn't tacked on as it is in much
edutainment.  And there isn't any goal, no one to fight, nothing to win,
not even a certificate.  (with the number of certificates that present
themselves for some of these programs, I generally don't let anyone
print certificates ever, because it would quickly become overwhelming
and a terrible waste of paper)

So there's more than one way to get some motivation.  There's the
behavioral aproach, where the kid does some problems (usually math
drills), and when they get them right they get to play a game.  I think
this one is horrible, it teaches that the problems are to be avoided. 
In a way, this is the most common noncomputer motivation for drills as
well -- do your worksheet before you go to recess, or before you come to
computers (where you'll do more drill... oh, the irony).

There's recognition as motivation -- this is the certificate, though it
can be done any number of ways.  A certificate means the child is
getting recognition by the computer, but there's no reason why the
parent/teacher can't give their own recognition.  That happens a lot
too, I guess.  In both cases the excess of self-esteem boosting has
dilluted the value of this recognition, but that's a different issue...


A more internal recognition comes about in cumulative programs... like
programs that keep track of progress in a longer term.  So over many
sessions the student gets further, sees new questions (and maybe gets
certificates, games, or other things too...)  I'm not sure how to
qualify it, but I think it's a pretty big motivation just to be getting
somewhere, even if the ultimate goal isn't all that enticing.  This
requires saving state, which single-user computers (e.g., Windows and
Mac) don't do well.  So it's avoided in many games.

Then there's the creative aspect.  Most people just like to make things.
 This is why Simcity is fun, I think.  Programming too :)

Sometimes, with things along the lines of a puzzle game, you can have
the entertaining game actually combined with the educational aspect. 
Certain simulations could be like this too... if Oregon Trail *really*
made you feel like you were on the Oregon Trail, then the education
would be more intrinsic.  When I was young I played a game where you
controlled a lemonade stand, pricing things for maximum profit.  That's
probably another, more humble example of the two things combined.

So that's my take on motivation in edutainment.

  -- Ian