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  • Nina Adjanin

WEEK 1

My first experience with games started at the beginning of ’90. It was really hard to explain to my environment how some games like Super Mario, and some other game helps me to learn better to count or to recognize different vegetables from the Super Mario game. According to Koster in A Theory of Fun, all games are edutainment.

Over time DGBL gets a big role in the education of students. There is some stuff what I can see in the article will be developed more over time, like teamwork, interactions, etc. It was interesting to read different and how even almost 10 years later the concept is almost the same according to Van Eck (2015), but some things have changed, in the direction that we maybe didn’t even think about. I also like the way how the author changed the research question; it is not anymore, can you lean playing some game, now the question is what can you learn?

Thinking about the Minecraft game, it is a game with very bad graphics feature, but kids are enjoying playing that game. In my opinion that is a good example that graphic is not crucial for the future.

What I learned reading from the article is gamification. Gamification in education stands for the professional crafting of the learning process from individual motivating elements, and natural decision making.

Going further into the reading I thought-provoking and put me to think about how I can really implement DGBL into skill classes like climbing class or wilderness living skills what we have offered at OU. What kind of game can be beneficial for a future climber?

"A Theory of Fun for Game Design" by the author Raph Koster, he talks more about is an observed phenomenon. Most of my experience in academia was with the problem, but Koster explains a simple look at how games work.

Overall for me stepping into the game world is something totally new to me. I was struggling with vocabulary in the articles because I saw for the first time some phrase. I'm really interested to see how DGBL works and what are outcomes.


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