Case 4: Serious Games
Grade Level: 10th-12th grade Group 42 Rudy Rico
Overview
This lesson introduces some basics of money management. Students will learn how to set up a family budget through practice, making budget decisions. Different learner levels from 10th through 12th grade. All students are required to take this course in order to graduate. Approximately 30 students in one classroom A projector in one classroom Wireless Internet through classrooms An interactive whiteboard Four-seat rectangular tables for students All students have laptops but only access to schools wireless Internet
Learners
Learning Environment
Intended Learning Goals The lesson content is mainly about some basics of money management. Students will learn how to set up a family & Lesson Content
budget through practicing making budget decisions. They can also use the PACED model to help make good learning, earning, and investing choices.. By focusing on helping students make good economic choices is how we learn (i.e. get a good education), earn money, and invest our savings, it will help students avoid the difficult situations.
Learning Objectives
After this lesson, students will be able to: 1. Without any references, explain basic economics concepts like cost/benefit analysis, scarcity and choice, opportunity cost when it comes across in the Spent Game. 2. Correctly draw PACED model to make appropriate decision when it is hard to decide in Spent Game. Financial Literacy Standards for end of 12th Grade 1.4.2 Evaluate the results of financial decisions. Apply systematic decision making to long-term goals. 2.1.1 Analyze ways economic, social, cultural, and political conditions can affect income and career potential. 2.1.2 Analyze the financial risks and benefits of entrepreneurship as a career choice. Laptops with Internet capability
Standards
Required Materials
Instructors computer with projector
Procedures
1. Teacher will present PowerPoint that instructs students on things that will come up in the PlaySpent game. 2. Teacher will answer questions about things in the PowerPoint that will play a role in the game. 3. Teacher will explain the PlaySpent game, Facebook group and goals for students. 4. Students will experiment with the game in class in order to get a feel for it and offer opportunities for students to ask questions on any difficulties or concerns with the game. 5. For homework, students will complete the game (one month with leftover spending money) and fill out the Facebook group discussion questions on the EDCI 270: PlaySpent page. Assessment will be based on students participation to the Facebook page that goes along with the lesson. (https://www.facebook.com/groups/296526023844367/) Students must participate in Facebook discussions and polls. Students must post their progress daily, with the try that they are on. Students will have completed the assessment when they reach the end of the month with money left. playspent.org
Assessment
Reference Materials
Brown, C., Wideman, H., Owston, R., Ho, F., Kushniruk, A., & Pitts, K. (). Unpacking the potential of educational gaming: A new tool for gaming research. , 38, 10-30. This journal discusses the importance and influence of educational games. A study was conducted at the college level between 42 students. The students were instructed to play educational games and studies were done to determine the effectiveness of these games at the educational and collegiate level. Torrente, J., Moreno-Ger, P., Martinez-Ortiz, I., & Fernandez-Manjon, B. (). Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming. , 12, 351-371. This journal is about the importance of educational games because they encourage selfsustained learning. Rather than having a teacher lecture students, this article encourages the idea of allowing students to use games to learn a topic more fluently and single-handedly. Technology allows the teacher to become an assistant in the classroom who can provide more to the students one-on-one, rather than the teacher being the center of the classroom and teaching mainly in group lessons.
Discussion Group Form Group Members Names: Zhiping Zhang, Katelyn Garret, Ed Roland TA: Rudy Rico Discussion Record Please provide an overview of what topics your group discussed as you planned your lesson. How did you decide what topics to discuss as you planned your lesson? What Web 2.0 tool(s) did you select? Why did you select this tool? We discussed ease of use, accessibility of the Web 2.0 tool, and the monitor of students work and discussion We reviewed the game Spent and looked to teach the important aspects of the game Facebook.com Accessible to most, if not all, students. Is a good way to monitor students involvement with the lesson and enables students to collaborate with one another Facebook proved to be a very helpful tool. It allows us, as the teacher, to interact with students and receive their feedback as they complete their assessment. It also allows the students to communicate their personal progress and encourage each other, while creating friendly competition. We would use it again, when the lesson calls for something of this nature, because it allows the teacher and students to interact more than they would be able to during a lesson like this without the Facebook Group. https://www.facebook.com/groups/296526023844 367/
What was your experience with using this tool? Was it helpful or was it a hindrance? Explain. Would you use it again? Why or why not?
Insert a screen capture (or a link to) of anything you created with your selected Web 2.0 tool.
