![]() “It seems that I have never been inspired before about anything as I did when I heard about creating a game in Module 3” This brought to home how important it was to let the students choose the “cause” they truly cared about. We chose the problem of poverty because we believe that it is the main problem in Egypt and lots of poor children do not actually have games to play.” “Even though our classmates enjoyed the game so much and they did not want to stop, but we actually went through lots of difficulties to produce such a game with a new idea. “Once again this course continues to interest me and grasp my attention more and more at the time I am losing interest and wanting to be done with all my other courses. Especially after watching the video that Dr.Maha viewed in class which is about the poor people who are able to make music out of trash. however, after starting module three and understanding the concepts, it seems to be much more easier than I though it was at the beginning, you don’t need money, plus you have the skills and the qualities to create a very nice game. “We would all have that typical type of thinking which is we don’t have the enough qualities and skills to be able to create a game and it will need a lot of money, etc. I have learned also to do not reject something before I try to do it”Īnother student in the same group, Ahmed, wrote: ” I have learned that I can do many things that I thought it was impossible to do. One student, Sandy, called it an “unforgettable activity”, and wrote History’s Victory (or Risk it All or Old is Gold – they made the winner choose the name of the game, but they had all three name options) It was a fun class, but reading the reflections was even more fun for me (I am nerdy that way).īelow are some select quotes from students’ blogs, with photos I took of their games before we all played them in class. ![]() – overall (scores from Excellent to Poor) ![]() The criteria for assessing the games (done as peer review during the last class meeting as we played the games) were: That they actually enjoyed working together!Īll I did to help these students create these games was: play some games with them, ask them to reflect on what they like about their own fave games, and what might be educational about them, ask them identify a cause they care about, think of certain ‘learning objectives’ they want for their game, and work as a group to creatively create the game using low-cost materials (with some feedback from me as they thought about it, and some feedback from others in other teams). That students felt able to educate others about a cause they cared aboutĤ. Many students seem to have used what they learned in module 1 about creative thinking – my colleague, Hoda, is the one who taught this module, and I really wanted students to apply what they learned in her module, to see they can transfer that learning to many other contextsģ. ![]() Many students commented on how they could not imagine doing this when they first heard of it, but doing it has made them believe more in their ability to do things they had not imagined before (including one who now wants to be a game designer)Ģ. This was a really heartwarming assignment to read, especially that:ġ. I am so glad they did, because they made my day! These aren’t all the reflections, but just the ones who submitted their reflection before the deadline. I came back from a really exhausting, draining day, to find that some of my (mostly freshman) students from “module 3 : designing educational games” had written their reflections on the process of creating the game as a group.
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