Educational Video Game Instructional Unit Report – IU1

Introduction

This instructional unit describes the instructional setting, learning and performance contexts, and our adventure game’s general and specific instructional goals.  Additionally, it aims to connect these elements to a clearly defined target audience.

Learning Environment

Learning Context:

The game is designed for a typical 10-12 grade or junior college classroom setting.

Classroom Characteristics:

  • Equipped with computers or tablets for each student or in small groups.
  • Internet access for research and collaborative activities.
  • Projector or smartboard for group discussions and gameplay demonstrations.

Resources:

  • Access to supplementary materials like case studies, articles on houselessness and mental health, and reflective journals.
  • Teacher-led discussions to connect game experiences with real-world issues.

Constraints:

  • Time limitations with sessions typically lasting 30 minutes.
  • Diverse technological proficiencies among students.
  • Need to align game activities with curriculum standards and learning objectives.

Performance Context:

The game is an interactive learning tool to simulate real-world scenarios related to houselessness and mental health advocacy.

Environment: The gameplay reflects real-life settings like shelters, council offices, and community spaces, giving students an immersive experience in problem-solving and decision-making.

Assessment:

  • Students’ performance in the game is assessed based on their ability to apply critical thinking, empathy, and advocacy skills to achieve in-game goals.
  • Reflections and discussions after gameplay sessions to evaluate understanding and the transfer of knowledge to real-world contexts.

Intended Audience

Age Group:

Primarily designed for students in grades 10-12 and junior college.

Diversity:

The learners will likely be diverse in terms of socioeconomic background, ethnicity, and life experiences.

This audience may include students who have had personal experiences with houselessness or mental health challenges, as well as those who are learning about these issues for the first time.

Learning Styles:

Visual Learners: This group may prefer engaging with visual content like diagrams, videos, and interactive elements within the game.

Auditory Learners: These students might benefit from the narrative and dialogue-driven aspects of the game, absorbing information through conversations and sound.

Kinesthetic Learners: The game’s interactive nature, including tasks and problem-solving activities, appeals to those who learn best through hands-on experiences.

Social Preferences:

Independent Learners: Some students in this group will likely thrive in self-directed learning environments, where they can explore the game at their own pace and make decisions without constant guidance.

Collaborative Learners: Other students may prefer group settings where they can discuss strategies, share insights, and collaborate on problem-solving within the game.

Technical Skills:

Technologically Proficient: Many students in this age group are digital natives, comfortable with using computers, tablets, and gaming platforms. They can adapt quickly to new technical skills, especially within a familiar gaming context.

Variable Experience: There may be some variance in technical proficiency, with a small subset of students needing more guidance to navigate the game’s mechanics.

Academic Skills and Attitude:

General Academic Skills: The learners must have a solid foundation in critical thinking, reading comprehension, and basic digital literacy. However, their academic skills may vary, with some students excelling in problem-solving and others needing more support.

Attitude Towards Learning: The students are generally open to interactive and experiential learning methods. They may show more engagement with the game due to its relevance to real-world issues and its immersive, interactive format.

Cognitive and Psychomotor Skills:

Cognitive Skills: The game requires learners to use higher-order thinking skills, including analysis, evaluation, and synthesis of information. Students must make decisions based on the scenarios presented, weighing the consequences of their actions.

Psychomotor Skills: While the game is primarily cognitive, it also involves basic psychomotor skills such as navigating through game menus, using a mouse or touchscreen, and interacting with in-game elements. These are skills most students should possess or can quickly develop.

Educational Focus:

Social studies, civics, and mental health awareness.

Instructional Goals

Advocacy Skills: Learners will be able to advocate for social change and support marginalized individuals.

Specific Goals:

Students will be able to . . .

  1. list relevant social service entities and community associations in their communities and recall their purposes.
  2. interpret data and criticize infrastructure offerings in their communities.
  3. select research support and develop and formulate arguments to appeal to a broad community audience.

Explanation of Goal to Selected Target Audience Members:

Topic: Addressing houselessness, unemployment, and mental health through community engagement.

Objective: The player (Maria) must navigate challenges to help a character named David, a houseless individual, by interacting with various community members and advocating for a street therapist to help those reluctant to come in for services.

Goal: The player will learn advocacy skills by helping David’s character.

Feedback: “Oh, good.  So long as I will be able to help myself after this.”  “I understand this completely and want to play.”