Buzzword Arena
Jonnie Hill
This game is modeled off the TV game show, “Are you Smarter than a Fifth Grader?”
Preliminaries
Number of players: at least 5
Age/ Proficiency Level: questions may be adapted for
Preparation Time: 3 hours to write questions, 2 hours to set up the game board
Play Time during Piloting: 60 minutes
Preparation
Write a quiz with thirteen questions, nine questions to be used for classroom play. The nine questions should be divided into 5 categories, with two questions in each category. The ninth question will be the final question. I chose the categories to correspond with Kolb’s stages of experiential learning, which was a part of the article we were discussing in class.
Concrete Experience (2 questions)
Reflective Observation (2 questions)
Abstract Conceptualization (2 questions)
Active Experimentation (2 questions)
Final question (application)
Each question was structured to include a claim about how the article related to one of the buzzwords (with the word represented by a gap), a quotation from the article to support the claim, and an explanation connecting the claim and quotation. They are followed by four or five words related to the buzzwords (the word itself, a short definition, a synonym, or an antonym)
Object of the game
To answer all the questions correctly
Roles
Hot Seat (tries to answer all the quiz questions correctly)
Host (reasons with the contestant, probing their answer)
Warm Seat (a classmate chosen by the hot seat who sits beside Hot Seat for three questions and advises on the selection of questions and, if needed, the answers.
Classmates
Rules of Play
Before the first, fourth, and seventh question, Hot Seat may choose another student for the Warm Seat.
Hot seat may be given three answers according to this format:
Peek (hear the answer of Warm Seat and choose to reject or accept it)
Copy (hear the answer of Warm Seat and copy it)
Poll (see the answer of all contestants before choosing an answer)
Hot Seat can use each type of help one time. Once all the help cards have been used up, the Warm Seat will be empty.
Scoring
The student in the Hot Seat has control of the board and chooses the questions. (Note all the questions will be on the weekly quiz.) For each correct answer, the Hot Seat will receive 5 points. If Hot Seat answers any questions incorrectly, the game is over with a score of 0. Before submitting an answer, Hot Seat may choose to take all the points and sit down. These points will be applied to the Daily Quiz, a bonus for participating in the quiz. If Hot Seat makes it to the final question and confidently answers it correctly, the score will double and Hot Seat may choose to be exempted from the Daily Quiz
Category: Concrete Experience
Question 1. According to Gencel et al. (2021), competent learning facilitators “assist students to establish connections with their personal experiences and reflect on these. They adopt a sincere and positive style to reveal the students’ interests, intrinsic motivations, and self-knowledge” (p.190). In applying this to gaming experiences, by considering their students interests and motivation, game facilitators ____ students to take charge of the learning process.
Empower B. Reward C. Challenge D. Influence
Question 2. A well designed game is motivated by a core drive of ______, that is the students are invested in the game and make it a part of themselves. In evaluating learning experiences, Kolb, Rubin, & Osland (1995, cited in Gencel et al., 2021) advocate debriefing ,” what students feel and experience during the activity” (p.191). This would facilitate students’ investment in their learning process.
Autonomy B. Ownership C. Avoidance D. Cooperation
Category: Reflective Observation
Question 3. Subject experts help students reflect on what they have learned. According to Gencel et al (2021), “In the subject expert role, educators assist students to connect their reflections to the knowledge base of the subject. They adopt an authoritative and reflective style. While systematically organizing and analyzing the subject matter knowledge, they generally teach by giving examples, modeling, and encouraging critical thinking” (p.190). Like subject experts, games can promote critical thinking because gamers are constantly evaluating their performance and trying to turn their _____ into success.
Empowerment B. Accomplishment C. Failure D. Feedback
Question 4. A well designed game is motivated by a core drive of ______, that is it allows gamers to connect with each other. The experience can be solidified through debriefing, in which teachers can highlight the knowledge and skills gained through play by facilitating a discussion in which students share different viewpoints, thereby allowing gamers to correlate “an individual’s experience with others’ experiences.”(Kolb, Rubin, & Osland, cited in Gencel et al., 2021, p.191).
Autonomy B. Social Interaction C. Feedback D. Cooperation
Category: Abstract Conceptualization
Question 5. One of the easiest steps in the learning cycle to gamify is abstract conceptualization, which is chiefly concerned with testing theories and relating them to performance. Gencel et al. (2020) define the teacher’s role in this stage as “standard setter” and propose that “Educators as standard setters and evaluators assist students to become versed with the application of knowledge and skill so they can meet their students’ performance requirements. They adopt an objective and result-oriented teaching style, which helps them determine the knowledge requirements needed for quality performance. They create performance activities for students to evaluate their own learning processes'' (p.190). An (2020) suggests that well designed games scaffold knowledge so that students can see their progress toward their goals and identifies three design elements related to this. What are they?
A. Accomplishment B.Challenges C. Feedback D. Ownership E. Personalization
Question 6. According to Gencel et al. (2021), “The experience remains just as an activity unless it is reflected on and conceptualized” (p.191). They further define the conceptualization process of debriefing citing Kolb, Rubin, and Osland (1995): Stage three makes students establish a connection between the concepts in the current activity and previously learnt concepts and lead them to think about how to broaden the scope of the activity.” During the third stage of debriefing, teachers may ask students to share their frustrations and success, but to build upon that expectations they had to build from previous discussions that were met and the surprises that they had to negotiate. This is related to Chou’s core drive of ________.
Scarcity B. Avoidance C. Unpredictability D. Rewards
Category: Active Experimentation
Question 7 According to Gencel et al. (2021), “Educators who adopt the coaching role teach students to use the knowledge to achieve their goals. To help them learn from their life experiences, they often work with them individually and adopt a _______ and encouraging style. They help construct personal development plans and provide ways of receiving feedback on performance” (p. 191). Games can be powerful tools in helping students use knowledge acquired in the game to fulfill game objectives through ______, not only with the teacher but with other gamers.
A. Collaborative/collaboration B. Competitive/competition C. socially influential/ Social influence D. meaningful/ calling
Question 8 The ultimate goal of experiential learning is for students to be able to “link up the activity and the real world” (Kolb, Rubin, & Osland, 1995, cited in Gencel et al.,2021,p 191). A well designed game should also allow students to take what they have learned and apply it in the real world. The teacher is has no control of the circumstances of these applications, but if through playing the game the students has gained some independence, then the students can exercise _______ in both the real world and later times of playing the game.
Autonomy B. Epic Meaning C. Ownership D. Social Influence
Category: What is it?
Question 9. Which of these is Abstract Conceptualization?
Gamers play Buzzwords Arena
Students discuss the vocabulary and concepts they learned that they can apply when creating their game
Participants fill out a survey regarding the alignment of what they learned in the game with the course outcomes.
Designers reshape the gaming experience by creating their own games using the principles and knowledge gained from playing Buzzwords
Question 10. Which of these is Reflective Observation?
Gamers play Buzzwords Arena
Students discuss the vocabulary and concepts they learned that they can apply when creating their game
Participants fill out a survey regarding the alignment of what they learned in the game with the course outcomes.
Designers reshape the gaming experience by creating their own games using the principles and knowledge gained from playing Buzzwords
Question 11. Which of these is Active Experimentation?
Gamers play Buzzwords Arena
Students discuss the vocabulary and concepts they learned that they can apply when creating their game
Participants fill out a survey regarding the alignment of what they learned in the game with the course outcomes.
Designers reshape the gaming experience by creating their own games using the principles and knowledge gained from playing Buzzwords
Question 12. Which of these is Concrete Experience
Gamers play Buzzwords Arena
Students discuss the vocabulary and concepts they learned that they can apply when creating their game
Participants fill out a survey regarding the alignment of what they learned in the game with the course outcomes.
Designers reshape the gaming experience by creating their own games using the principles and knowledge gained from playing Buzzwords
References
An, Y. (2020). Designing effective gamified learning experiences. International Journal of Technology in Education (IJTE), 3(2), 62-69. https://files.eric.ed.gov/fulltext/EJ1264027.pdf ISSN: 2689-2758
Chou, Y. (2014). Gamification to improve our world. TEDxLausanne. https://www.youtube.com/watch?v=v5Qjuegtiyc
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