It's not all fun and games

“A serious game or applied game is a game designed for a primary purpose other than pure entertainment…Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users” (Wikipedia). One such serious game that could be used in a Spanish class is 3rd World Farmer.

"A simulation to make you think."

Third World Farmer is a simulation of real issues that contribute to the poverty faced in developing countries. Players manage an African farm and are responsible for choosing what to plant and how to spend their funds on other equipment and livestock. While playing, they are also faced with difficult choices caused by poverty and conflict. The goal of the game is to “open [players’] eyes to the problems and to motivate them to make positive social change,” (3rd World Farmer).

A view of the family and their farm.

The first few times I played, my family did not survive very long. However, as I continued to try different crops I learned what (in the game) yields more money – which can then be invested into more crops and livestock to continue to increase that capital. As I played, different problems arose such as civil war, crop failure, and a drop in crop value. I definitely improved from the first time I played, but there is no direction or guidance (which perhaps makes it a more realistic simulation). I am unsure if there is actually a way to “win” the game or if there is any result other than the family members dying or leaving the farm.

While this game is set in Africa, it is very applicable and relevant to the issues faced in many countries in Central and South America where a large number of people earn their living through agriculture. I think that the game could be used as an experiential means of starting discussions and raising awareness about the harsh realities of developing countries. It could further serve as a starting point for exploring the complexity of poverty or farming practices. I definitely would supplement such lessons with other resources, but I think the game would be a valuable one to use – especially to allow students to interact with such issues in a different way.

Moreover, it is possible to play the game in Spanish; the directions and explanations all appear in Spanish. Students could make lists of unfamiliar vocabulary that could be discussed in class or could be assigned the task to figure out what new words mean using the context of the game. Specific structures could be highlighted as well – either those that appear in descriptions or the events that pop up throughout play. Truly, the game lends itself to both cultural and grammatical objectives, which could be assessed through in-class discussions, personal reflections (such as a game journal log), and potential projects.

An example of the annual report in Spanish. 

I do see value and great potential in this serious game, however I think it would be very easy for students to become desensitized and just play to earn more money and "stay alive" for the sake of the game. However, with proper supplemental materials (perhaps some added background information about farming and techniques used), teacher guidance, and meaningful discussions (about students' experiences, reactions, etc.), I think that 3rd World Farmer could have the impact it’s designers desire. 

"Es-ca-pay"

“Es-ca-pay”…I wonder what that means? That's funny, it's spelled just like the word "escape." (Finding Nemo).

“Escape games” along with other genres should be yet another tool foreign language teachers seek to employ in their classrooms. Foreign language lends itself perfectly to Gamification, “the concept of applying game-design thinking to non-game applications to make them more fun and engaging” (What is Gamification?). Long gone are the days of “drill and kill” grammar learning – games are a much more motivating and engaging way for students to learn and practice discreet skill-sets.

In an article comparing computer game and language-learning task design, Franciosi suggests that “computer games and language learning tasks are fundamentally identical in that both can be considered goal-oriented, rule-driven activities,” (A Comparison of Computer Game and Language-LearningTask Design Using Flow Theory). He also defines a game as “a problem-solving activity, approached with a playful attitude.” We present our students with lots of problems, but how do we allow them to solve them? Using games in to learn language is one possible solution.

And with that solution come many more possibilities: “point and click,” “escape the room,” arcade, puzzle games, and strategy games are just a few genres that can be used in a classroom setting (10 Gaming Genres toAdapt in Class). I tested a game called Plumber Pickle, which falls under the “escape the room” category. These games are described as “a point-and-click adventure game where players have to escape from imprisonment by exploiting their surroundings,” (Escape the Room Games). My task was to fix a leak in an apartment and escape from the building simply by clicking my way around and acquiring and using tools (such as a wrench, a sandwich, and a women’s hat). The first time I tried on my own, but I got stuck, so I played again and solved it using the help of a “walkthrough.”

An excerpt from a walkthrough for an escape game. 

Language enters the game when players use a “walkthrough,” which lists the steps for solving the problems for the game in order – basically a “cheat sheet” for how to play the game. This opens up a few options for how to use an escape game like Plumber Pickle in a Spanish class:

1. Individual activity: Students could play the game individually, following the walkthrough instructions translated into Spanish. This would assess their mastery of vocabulary (in this case, vocabulary related to the home and kitchen) as well as commands (the entire walkthrough is written using imperatives; open the cupboard, collect the pincers, use plunger). Students’ successful completion of the game would be one form of assessment, but some type of reflection may also be useful to gain further insight into their understanding and process for solving the game.
2. Partner activity: Students could also play the game with a partner. Student A would actually do the clicking while listening and following instructions from Student B in the L2. Students could play a second game and switch roles. This turns the task of the individual activity into a more communicative one, with similar goals and means of assessment.
3. Write a walkthrough: Thirdly, students could play the game without a walkthrough and have the task of writing their own using Spanish (or another L2). Again, they would need to apply appropriate vocabulary and use commands. Students could then give their walkthrough to a classmate to use when playing the game as a more authentic means of assessment (can a peer follow your instructions and complete the game?).
4. Translation: Another possibility would be to present the students with a walkthrough written in English and ask them to translate it into Spanish, thus applying vocabulary and command forms to the task. Again, giving it to a classmate to follow when playing the game could assess the accuracy and quality of their translation.

Depending on the activity chosen, objectives for using such a game could include applying specific vocabulary and grammatical structures as well as developing listening comprehension, reading comprehension, and translation, writing, and speaking skills. The teacher would have a more indirect role, since students would primarily be learning through playing the game and completing the aforementioned activities. However, she would still serve as a moderator and would help students work out problems they encounter along the way.

As foreign language learners, we constantly encounter problems, not unlike those in the gaming world, when learning and using an L2: we face unknown vocabulary words, confusing expressions, false cognates, new structures, changes in syntax, etc. And we combat these by using circumlocution, using context clues to understand a new word, interpreting body language and deciphering other pragmatic signs. “Gamifying” otherwise mundane tasks not only engages and motivates learners, but perhaps allows them to develop problem-solving skills to further their abilities to communicate and navigate a foreign language. 

Tweet Sheet

Twitter poses many possibilities for today's educators and learners. Not only can it serve as a professional development resource and networking tool, but it can also be used to engage students in one of their preferred writing styles (Edudemic). Below are a few ideas of how to incorporate Twitter into foreign language teaching.

Twitter is about collaboration, "[it] can open up new worlds to just about anyone involved in education. Parents can connect with one another and their children’s teachers, students can collaborate or participate in hashtag chats, and teachers can build a robust professional / personal learning network (PLN)," (Twitter Tips For Students and Teachers). There is great value in the networks that teachers are able to establish, but there is also wonderful potential for connecting with students and parents through Twitter.

The Teachers Guide to the Use of Twitter in the Classroom provides many practical suggestions for how to Tweet in the K-8 classroom. One idea proposed is to give students the task of “Twitterer” of the day to document what is going on in class. This could be easily applied to the foreign language classroom by assigning students the task, but using Spanish or another L2. Some other ideas from the guide include: assign specific topics for students to tweet about, create a class twitter and teach parents to subscribe, and have everyone tweet on paper then vote for the best quality tweet to publish. Again, these could easily be adapted by performing the tasks in the L2.

Moreover, in the L2 classroom students could use Twitter for authentic communication. Students could follow other classmates (or native speakers) and simply use Twitter for one of its main purposes (Tweeting updates, commenting, “staying in the know” about Hispanic celebrities). It could also be used as a type of forum for help with homework of areas of difficulty (#HwHelp). A Twitter-like exit slip could even be used, asking students to write a “Tweet” to summarize what was learned in class that day (only 140 characters), or give a hashtag for the day’s lesson.

Certainly, proper “Netiquette” (internet etiquette) would need to be covered as well as what is appropriate to Tweet, but with the proper parameters and security in place, Twitter can be a great way to connect, communicate, and collaborate with students, parents and other teachers. 

#ProfessionalNetworking

"Start a conversation, explore your interests, and be in the know," (Twitter). This is a more sophisticated description of how I always perceived Twitter, (constant status updates) but I think that it is more accurate. The options along the task bar on one's twitter page support these concepts as well - "@Connect," " #Discover," "Me." Twitter certainly does provide opportunities to form connections, discover new information and share your own.

#langchat on 10/03/13

I followed the Twitter Chat (a group of people tweeting about a specific topic), #langchat this week. As a first time Twitter user, I was not entirely sure what to expect. I joined in the chat about halfway through the scheduled time, so at that point it was unclear to me how it had been started or what the format was. I did not know if there was a specific topic for the evening, but it appeared that most of the participants were simply tweeting questions and replying to others. I later scrolled to the beginning of the chat and found that there was a topic, a moderator, and even an invitation to share some introductions (what level/what do you teach). This structure and order becomes less clear as the chat progresses. I found it a little difficult to follow and slightly overwhelming sorting through an endless list of questions and side conversations. 

Overall, I do see great potential for forming connections easily and quickly with other foreign language-teaching professionals; I am following the 2013 ACTFL teacher of the year! However I think it will take some adjusting and exploring. The Twitter Chat appears most helpful if you have the time to spend and can engage from the beginning, while simply following other education professionals requires less time commitment, but also less predictability (specific topics or ideas). I think this can be a good form, but not necessarily the best form of professional development for me.