Retain Model Worksheet (Gunter, 2008) Directions: After playing the game being evaluated, complete the Discussion,

Level, and calculate the Score similarly to the way it was on the website and/or in the article. Name of Game: Pocket Law Firm Game Developer: ___iCivics__________ Platform: ___iPad____

Student Evaluator Name: ______Sean Ellingham_____________

Element Relevance Description i) Presenting materials in a way relevant to learners, their needs, and their learning styles, and ii) Ensuring the instructional units are relevant to one another so that the elements link together and build upon previous work. Assessing how closely the academic content is coupled with the fantasy/story content where fantasy refers to the narrative structure, storylines, player experience, dramatic structure, fictive elements, etc. How the player can use previous knowledge and apply it in other areas. Discussion/ Level Game allows students to apply what they have learned about the Constitution and rights to real world scenarios. Level = 3 Level = 3 Students have to transfer their knowledge of the Constitutional amendments and apply them to scenarios. Level = 3 Students will associate the scenarios they read about to their knowledge of the Constitutional amendments to decide whether the person has a case or not. Weight 1 Score

Embedding

Transfer

15

Adaption

A change in behavior as a consequence of transfer.

12

Immersion

The player intellectually investing in the context of the game.

Naturalizat ion

The development of habitual and spontaneous use of information derived within the game.

Level = 3 Students have to be actively participating in the game. They need to help the clients as they come in, assign them to lawyers, tell them to wait or come back, send lawyers to court, and tell clients if they do not have a case. Students have to be fully immersed in the game so they can complete all that is required of them. Level = 3 Students are constantly using their knowledge about the amendments and applying it to real life scenarios. Level = 3

18

Total

63/63

Other Notes: Great game for allowing students to practice what they have learned in the classroom. Students have to know what each of the amendments say and then apply it to the scenarios the clients have. Students are forced to think critically to see if the clients actually have a case or if they do not. Great way to test if students can apply what they have learned. Great activity for students who are a 4 on the Marzano scale.

Retain Model Worksheet (Gunter, 2008) Directions: After playing the game being evaluated, complete the Discussion, Level, and calculate the Score similarly to the way it was on the website and/or in the article. Name of Game: Trivia Americana: Political Parlay Lite Game Developer: D. Douglas Limited Student Evaluator Name: Sean Ellingham
Element Relevance Description i) Presenting materials in a way relevant to learners, their needs, and their learning styles, and ii) Ensuring the instructional units are relevant to one another so that the elements link together and build upon previous work. Assessing how closely the academic content is coupled with the fantasy/story content where fantasy refers to the narrative structure, storylines, player experience, dramatic structure, fictive elements, etc. How the player can use previous knowledge and apply it in other areas. Discussion/ Level Asks a lot of questions which are not usually taught in a middle school civics course. Therefore, students would not be able to answer the questions. Level = 1 No fantasy elements are present in the game. It is just a quiz app, so there are no elements of a story either. Level = 0 While the game does require students to use previous knowledge about political parties, it asks questions which are out of the scope of topics discussed in a 7th grade civics course. Students would not be able to answer a majority of the questions. Level = 1 Weight 1 Score

Platform: iPad

Embedding

Transfer

Adaption

A change in behavior as a consequence of transfer.

Immersion

The player intellectually investing in the context of the game.

Naturalizat ion

The development of habitual and spontaneous use of information derived within the game.

There is no real change in the behave of the students from playing the game. The game is only to test students knowledge about political parties, but does not ask questions a 7th grader would be able to answer. Level =0 There is a little investigation involved in the game. However for the most part, it is just a guessing game. Level = 1 There is form of naturalization presented in the game. The game would not become secondnature to the students because most students would become frustrated with the game and give up. Level = 0

Total

8/63

Other Notes: Game is very difficult. Ask questions on topics which are not covered in depth in middle school or even high school. I would not recommend this game for any student who is below college and is not a political science major. I was a political science major and I found the questions extremely difficult.

Retain Model Worksheet (Gunter, 2008) Directions: After playing the game being evaluated, complete the Discussion, Level, and calculate the Score similarly to the way it was on the website and/or in the article. Name of Game: Americas Executives Game Developer: D. Douglas Limited Student Evaluator Name: Sean Ellingham
Element Relevance Description i) Presenting materials in a way relevant to learners, their needs, and their learning styles, and ii) Ensuring the instructional units are relevant to one another so that the elements link together and build upon previous work. Assessing how closely the academic content is coupled with the fantasy/story content where fantasy refers to the narrative structure, storylines, player experience, dramatic structure, fictive elements, etc. How the player can use previous knowledge and apply it in other areas. Discussion/ Level Game requires students to test their knowledge about the Presidents. Students will know some of the answers, but some of them they will know because they are random facts students will never learn in a classroom. Level = 2 There really is not elements of fantasy or a story to the game. Running out of re-tries brings the game to a stop until 3 hours has passed. Level = 0 Students are required to use their knowledge about the presidents to help them answer the questions. However, some of the questions will be difficult for them to answer. Level = 1 Weight 1 Score

Platform: iPad

Embedding

Transfer

Adaption

A change in behavior as a consequence of transfer.

Immersion

The player intellectually investing in the context of the game.

Naturalizat ion

The development of habitual and spontaneous use of information derived within the game.

Students will learn to make sure they are sure about their answer before they click on it since after three strikes they have to wait 3 hours to get more chances. Level = 1 Students will be immersed a little into the game. They will have to think about the questions and the answers before they answer, especially since they only get three tries. However, they are not going to be emotionally involved in the game. Level = 1 While the game will not become second nature to the students, they will habitually remembering not to just click an answer until they are sure about it since they have three strikes. Level = 1

Total

19/63

Other Notes: Great game to test knowledge about the Presidents. However, if you get three wrong, you have to wait over three hours to get more lives. You can buy more but I would not wait my money on that.

Retain Model Worksheet (Gunter, 2008) Directions: After playing the game being evaluated, complete the Discussion, Level, and calculate the Score similarly to the way it was on the website and/or in the article. Name of Game: US Citizenship 2014 Free Game Developer: Purple Button LLC Student Evaluator Name: Sean Ellingham
Element Relevance Description i) Presenting materials in a way relevant to learners, their needs, and their learning styles, and ii) Ensuring the instructional units are relevant to one another so that the elements link together and build upon previous work. Assessing how closely the academic content is coupled with the fantasy/story content where fantasy refers to the narrative structure, storylines, player experience, dramatic structure, fictive elements, etc. How the player can use previous knowledge and apply it in other areas. Discussion/ Level While the game is relevant to a unit on citizenship, it is not really that helpful. If a teacher wants to give the students a citizenship test, it would be easier to just find one online instead of using this app. Level = 1 There is no element of fantasy associated with the game nor is there any story elements. Level = 0 The game does require the students to use their knowledge of US government and US history to see if they would pass the citizen test. However, beyond that there are no levels for the students to go through nor do the questions get hard as they progress through the test. Level = 1 Weight 1 Score

Platform: iPad

Embedding

Transfer

Adaption

A change in behavior as a consequence of transfer.

Immersion

The player intellectually investing in the context of the game.

Naturalizat ion

The development of habitual and spontaneous use of information derived within the game.

The game results in no change in the students behavior. Students will have the same behave when the finish the test as when they started it. Level = 0 The students are not really immersed in the game. There is no real formative feedback. The only feedback they get is if they passed the test or got a question wrong. There is no real active participation because all students are doing is answering basic civics questions. Level = 0 There is no naturalization involved in the game. The game will not become second nature to the students because after they take the test once they will probably never take it again. Only naturalization that would happen is they would become naturalized citizens if this were real life. Level = 0

Total

6/63

Other Notes: Just plain stupid. Really has no educational value for students. If you want students to take a sample citizenship test, then just find one online because this game was pointless.

Retain Model Worksheet (Gunter, 2008) Directions: After playing the game being evaluated, complete the Discussion, Level, and calculate the Score similarly to the way it was on the website and/or in the article. Name of Game: America Revealed: Civics Game Developer: DIGITALEN, INC Platform: iPad

Student Evaluator Name: Sean Ellingham

Element Relevance Description i) Presenting materials in a way relevant to learners, their needs, and their learning styles, and ii) Ensuring the instructional units are relevant to one another so that the elements link together and build upon previous work. Discussion/ Level Requires students to test their knowledge about different aspects of civics, like the Constitution and the three branches of government. It would be a great game to test students about their knowledge of the different concepts involved with civics. Level = 2 There are no elements of fantasy involved in the game. However, there are a few elements of a story in it. Students are required to put documents in order. Level = 1 Requires students to use their knowledge about the different topics to answer questions. They are required to put parts of the documents in order as well as apply what they know. Weight 1 Score

Embedding

Transfer

Assessing how closely the academic content is coupled with the fantasy/story content where fantasy refers to the narrative structure, storylines, player experience, dramatic structure, fictive elements, etc. How the player can use previous knowledge and apply it in other areas.

10

 Adaption A change in behavior as a consequence of transfer.

Level = 2 Students are required to use old schemas and apply them to new situations, like arranging parts of historical documents in order. Level = 2 Requires students to be involved cognitively, physically, psychologically, and emotionally. Students will be immersed in the game and using their knowledge to complete the tasks which are presented to them. Level = 2 The documents will become second nature to the students because they are required to the put them in order and reproduce them with pieces of them. Also students are required to match the different rights contained in the bill of rights to the specific numbers associated with them. Level = 2 4

Immersion

The player intellectually investing in the context of the game.

Naturalizat ion

The development of habitual and spontaneous use of information derived within the game.

12

Total

39/63

Other Notes: Great game. Requires the students to put information in order as well as apply what they know. It is a great game to use for a review, especially with the Bill of Rights section. Only drawback is to get all of the games you have to purchase the app. Free version only has a limited amount of the games.