Jerry's blog

Digital Game Knowledge

noreply@blogger.com (Jerry) — Thu, 07 Mar 2013 03:25:00 +0000

Definition:

From there dimension: Game Play, Game Design, Game Production.

Digital Game Play: Understanding how to play the digital game, and play it well. Players must focus on the experiences what you feel in the games.
Digital Game Design: Understanding game structure, game elements. Figure out how to design the digital games. One of the most important things is to get a good game idea.
Digital Game Production: Understanding the approaches of producing digital games, included programming, media, etc.

Educational Games Review Website

noreply@blogger.com (Jerry) — Mon, 26 Nov 2012 02:10:00 +0000

I want to find out the educational game design strategies from exiting educational games. The first step was to survey all of educational game website from Google Search in different keywords included leaning subjects, learning units, top 10, award, grant...

Online data collection (educational games)

Keywords:

1. physics, chemical, biological, earth science, science education, science learning

2. learning game, education game, educational game

3. the best, top 100, award, popular, review, report, recommendations, recommend, grant(s) ...

Results

1. Funschool - Fun and Educational Games and Activities for Kids http://funschool.kaboose.com

2. Top 10 Most Visited Educational Games http://www.nobelprize.org/educational/

3. Gamestar Mechanic http://gamestarmechanic.com

4. 2012 International Serious Play Awards http://www.seriousplayconference.com/awards/

5. 2012 KAPi Awards http://childrenstech.com/blog/archives/6034

6. Common Sense Media http://www.commonsensemedia.org/game-reviews

7. IndieCade http://www.indiecade.com

8. The Best Websites for Teaching and Learning http://www.ala.org/aasl/guidelinesandstandards/bestlist/bestwebsites

to be continued...

Gamestar Mechanic

noreply@blogger.com (Jerry) — Tue, 20 Nov 2012 03:37:00 +0000

http://gamestarmechanic.com

It is awesome.

Learn to Design Game.

Specially learning by playing.

Where can we find appropriate educational games for teachers and learners

noreply@blogger.com (Jerry) — Tue, 20 Nov 2012 03:30:00 +0000

are there any website that review or recommend digital games for learning?

ED-Media Conference 2011

noreply@blogger.com (Jerry) — Sat, 18 Jun 2011 18:13:00 +0000

ED-MEDIA 2011-World Conference on Educational Multimedia, Hypermedia & Telecommunications

http://www.aace.org/conf/edmedia/

Lisbon, Portugal

June 27 - July 1, 2011

Digital Game Supported Learning

noreply@blogger.com (Jerry) — Sat, 18 Jun 2011 18:08:00 +0000

The challenge is to find some effective ways of getting teachers to realize and reflect upon the value of gaming in the classroom so that they can consider ways to embed valuable educational games and some of the game features in their future teaching.

New Start

noreply@blogger.com (Jerry) — Tue, 28 Sep 2010 05:40:00 +0000

Windows Live 轉到 Wordpress了，原本就做不好的丟給別人接手...

是種重新開始的契機...

在 Blogger嵌入Facebook的讚(Like)按鈕

noreply@blogger.com (Jerry) — Sun, 09 May 2010 10:12:00 +0000

Facebook 推出了 Like Button（讚的按鈕）的 Social plugin，不過在 FB官方說明頁上，並沒有提及部落格要如何針對所有頁面來裝置這個按鈕，在經過一番研究之後，終於找出在 Blogger 嵌入 Like Button 的方法，與各位分享如下：

在 Blogger嵌入Facebook的讚(Like)按鈕

Game literacy

noreply@blogger.com (Jerry) — Sat, 20 Mar 2010 04:28:00 +0000

Dimension

Game Awareness
Game Behavior
Game Attitude
Game Base Learning Awareness

to be continued ......

CERO - Japanese Game Ratings

noreply@blogger.com (Jerry) — Tue, 16 Mar 2010 07:59:00 +0000

http://www.cero.gr.jp/

http://www.ign.com/cero.html

Current CERO Ratings

CERO - A

Titles rated A have been assessed to be suitable for gamers of all ages.

CERO - B

Titles rated B have been assessed to be suitable for gamers ages 12 and up.

CERO - C

Titles rated C have been assessed to be suitable for gamers ages 15 and up.

CERO - D

Titles rated D have been assessed to be suitable for gamers ages 17 and up.

CERO - Z

Titles rated A have been assessed to be suitable only for gamers ages 18 and up. These titles contain explicit content and are banned for sale to any person under the age of 18.

CERO - Statistical

Titles with this mark are Statictical software releases and have not been reviewed under the typical terms of CERO. Programs rated in this manner may or may not be appropriate for all ages.

CERO - Sampler

Titles rated with this mark are Trial Versions of software. Programs rated in this manner may or may not be appropriate for all ages, and they also may not contain all of the content that will be considered for the CERO rating of the final game release.

CERO - Rating Pending

Titles rated with this mark have not yet been rated, as they are not yet complete in production and have not yet been evaluated by CERO. Programs marked in this manner may or may not be appropriate for all ages. Please check back for the final rating at a later date.

Prior CERO Ratings
(discontinued March 1st, 2006)

CERO - All

Titles rated with the original All rating have been assessed to be suitable for gamers of all ages.

CERO - 12

Titles rated with the original 12 rating have been assessed to be suitable for gamers ages 12 and up.

CERO - 15

Titles rated with the original 15 rating have been assessed to be suitable for gamers ages 15 and up.

CERO - 18

Titles rated with the original 18 rating have been assessed to be suitable only for gamers ages 18 and up.

CERO Content Descriptors
NOTE: The degree of content included in any category will be factored into the CERO Rating.

Romance

Contains expressions of romance or love. (Possibly includes kissing, hugging, dating, and other expressions of romantic desire or relations.)

Sexuality

Contains expressions of sexual relations and/or sexual activity. (Possibly includes swimwear or suggestive outfits, exposure of underwear, nudity, suggestive behavior, immoral thoughts, prostitution, sexual contact and/or activities, and other sexual content.)

Violence

Contains violent activity. (Possibly includes fighting, bodily harm and wounding, killing, dismemberment, depiction of corpses, blood and gore, and other violent content.)

Fright

Contains frightful or horror elements. (Possibly includes traditional horror characters such as ghosts, zombies, vampires, or other elements of the occult, as well as moments designed to frighten. Usually used to designate games that may scare children, the Fright icon might not be found on frightening games outside of lower age ratings, even in games that fall into the Horror genre.)

Drinking & Smoking

Contains depiction or references to the consumption of alcohol and/or cigarette or cigar smoking.

Gambling

Contains gambling activities, either by depiction or in interactive form.

Crime

Contains criminal activity, either by depiction or in interactive form. (Possibly includes illegal activity, dangerous and unlawful behavior, abusive behavior, prostitution, rape, organized crime, and other criminal acts.)

Drugs

Contains depiction or references to the use of drugs and illegal narcotics.

Language

Contains profane, derogatory or bigoted language.

PEGI Pan European Game Information

noreply@blogger.com (Jerry) — Tue, 16 Mar 2010 07:49:00 +0000

PEGI Pan European Game Information

What do the labels mean?

The PEGI labels appear on front and back of the packaging indicating one of the following age levels: 3, 7, 12, 16 and 18. They provide a reliable indication of the suitability of the game content in terms of protection of minors. The age rating does not take into account the difficulty level or skills required to play a game.

PEGI 3
The content of games given this rating is considered suitable for all age groups. Some violence in a comical context (typically Bugs Bunny or Tom & Jerry cartoon-like forms of violence) is acceptable. The child should not be able to associate the character on the screen with real life characters, they should be totally fantasy. The game should not contain any sounds or pictures that are likely to scare or frighten young children. No bad language should be heard and there should be no scenes containing nudity nor any reference to sexual activity.

PEGI 7
Any game that would normally be rated at 3 but contains some possibly frightening scenes or sounds may be considered suitable in this category. Some scenes of partial nudity may be permitted but never in a sexual context.

PEGI 12
Videogames that show violence of a slightly more graphic nature towards fantasy character and/or non graphic violence towards human-looking characters or recognisable animals, as well as videogames that show nudity of a slightly more graphic nature would fall in this age category. Any bad language in this category must be mild and fall short of sexual expletives.

PEGI 16
This rating is applied once the depiction of violence (or sexual activity) reaches a stage that looks the same as would be expected in real life. More extreme bad language, the concept of the use of tobacco and drugs and the depiction of criminal activities can be content of games that are rated 16.

PEGI 18
The adult classification is applied when the level of violence reaches a stage where it becomes a depiction of gross violence and/or includes elements of specific types of violence. Gross violence is the most difficult to define since it can be very subjective in many cases, but in general terms it can be classed as the depictions of violence that would make the viewer feel a sense of revulsion.

Descriptors shown on the back of the packaging indicate the main reasons why a game has received a particular age rating. There are eight such descriptors: violence, bad language, fear, drugs, sexual, discrimination, gambling and online gameplay with other people.

Bad Language
Game contains bad language

Discrimination
Game contains depictions of, or material which may encourage, discrimination

Drugs
Game refers to or depicts the use of drugs

Fear
Game may be frightening or scary for young children

Gambling
Games that encourage or teach gambling

Sex
Game depicts nudity and/or sexual behaviour or sexual references

Violence
Game contains depictions of violence

Online gameplay
Game can be played online

Extended Consumer Advice
This is specific information explaining why a game received its classification. A number of examples are listed below:

Contains: extreme violence, criminal techniques, glamorisation of crime, strong language

Contains: comic violence

Contains: nudity, strong language, unrealistic violence

Entertainment Software Rating Board

noreply@blogger.com (Jerry) — Tue, 16 Mar 2010 07:21:00 +0000

Entertainment Software Rating Board

FTC ESRB Rating Quiz

Media in the Lives of 8- to 18-Year-Olds

noreply@blogger.com (Jerry) — Tue, 16 Mar 2010 06:59:00 +0000

Generation M2: Media in the Lives of 8- to 18-Year-Olds

A national survey by the Kaiser Family Foundation found that with technology allowing nearly 24-hour media access as children and teens go about their daily lives, the amount of time young people spend with entertainment media has risen dramatically, especially among minority youth. Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week). And because they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7½ hours.

Generation M²: Media in the Lives of 8- to 18-Year-Olds is the third in a series of large-scale, nationally representative surveys by the Foundation about young people's media use. It includes data from all three waves of the study (1999, 2004, and 2009), and is among the largest and most comprehensive publicly available sources of information about media use among American youth.

News Release

Report: Generation M²: Media in the Lives of 8- to 18-Year-Olds

The report was released on Wednesday, January 20, 2010, at a forum in Washington, D.C., that featured the chairman of the Federal Communications Commission, media executives, and child development experts.

Webcast of the event
Podcast of the event

Agenda (.pdf)

Speaker Biographies (.pdf)

Presentation (.pdf)
Documentary: Profiles of Generation M²

Information provided by the Program for the Study of Media and Health
Publish Date: 2010-01-20

Gamers

noreply@blogger.com (Jerry) — Tue, 09 Mar 2010 08:54:00 +0000

Gamers (generations) by K. M. Kapp, 2007

Gamer 1.0 (birth 1961-1970, gaming 1971-1980, game: Pong)
Gamer 2.0 (birth 1971-1980, gaming 1981-1990, game: Pac-Man, Spac Invaders, Battlezone, Super Mario Brothers, Tetris)
Gamer 3.0 (birth 1981-1990, gaming 1991-2000, Myst, Zelda, Tomb Raider, Diablo, EverQuest, Super Mario 64)
Gamer 4.0 (birth 1991-2000, gaming 2001-2010, SimCity, The Sims, Halo, World of Warcraft, America’s Army, Grand Theft Auto 3)

Traits of Gamers
(in K. M. Kapp 2007,from J Beck & M Wade)

Problem solvers
Multitasking
Competitive
Resilient
Confident
Sociable

Attributes of Gamers
(by K Dini, psychiatrist, 2008)

Gamers are more autonomous
Gamers believe there are various routes to success
Gamers attempt to work with what they have instead of waiting until situations are perfect
Gamers use trial-and-error methods
Gamers are more likely to ask for advice when needed
Gamers adapt
Gamers often feel that people can succeed with hard work
Gamers believe there are benefits to risks
Gamers recognize the benefit to following a grand strategy
Gamers believe in personal responsibility (e.g. in MMORPG)
Gamers recognize the benefits to functioning in a group (e.g. in MMORPG)
Gamers learn leadership skill (e.g. in MMORPG)

SITE Conference

noreply@blogger.com (Jerry) — Tue, 23 Feb 2010 16:14:00 +0000

最新目標

SITE CONFERENCE - I'm coming

http://site.aace.org/conf/

SITE 2011

Nashville, TN, USA
March 7 - 11, 2011

Digital Game Based Learning Once Removed Teaching Teachers

noreply@blogger.com (Jerry) — Tue, 12 Jan 2010 13:38:00 +0000

Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3):478-488

Digital Game Based Learning Once Removed Teaching Teachers

View more presentations from oooh.

ROLEX 16610 Submariner V

noreply@blogger.com (Jerry) — Fri, 25 Dec 2009 17:35:00 +0000

ROLEX的錶算是眾所皆知的品牌，對許多人而言，也許還停留在傳統復古的造型上，早期台灣田僑仔或是暴發戶所配戴的印象上，其實ROLEX也有運動風格的錶款，如今我也入手了一只，加入ROLEX的行列。

我所擁有的是ROLEX 16610 潛水錶，上有ROLEX明顯的凸起鏡面的日期顯示，可潛水300m，非常的有質感，算是男錶中熱門的款式，搭配西裝襯衫或是運動休閒都非常適合，動靜皆宜，我真的愛不釋手。

為了紀念這一刻，特地寫了簡單的開箱文來記錄...

這是在Youtube上所找到的影片

Computer Games Inventory (CGI)

noreply@blogger.com (Jerry) — Sat, 28 Nov 2009 07:39:00 +0000

http://courseweb.unt.edu/gjones/computergameinventory.html

Computer Games Inventory (CGI)

Dr. Greg Jones
Dept. of Learning Technologies
University of North Texas

What is it?

The Computer Gaming Inventory (CGI) was created in the Spring of 2006 at the University of North Texas as a result of discussions with Educational Computing doctoral students. There was a need to measure gaming use and attitudes, but there was little success finding an existing instrument in the literature. One recent attempt to measure computer game use and attitudes in a small sample of college students was the qualitative survey performed by Pew Internet and American Life Project (Jones, 2003). However, we desired a quantifiable questionnaire that would be easy to deliver online to college students and in the future to K-12 students. Therefore, we adapted elements from the Pew study, and then added questions based on our content expertise as well as demographic questions, to create our Computer Gaming Inventory (CGI).

Version 1

The verison 1 instrument is a ninety-six question survey consisting of two sections: (1) computer gaming types and frequency (66 questions), and (2) attitudes towards computer and video games (30 questions). Although the CGI seems lengthy, we found that college students can take the survey in less than 15 minutes.

The initial pilot stuides showed that the instrument does indeed measure computer game attituides and the frequency of use. The AERA paper in the publications section has the initial details on the factor analysis.

Two full stuides at both UNT and TCU started in the fall of 2007 using the instrument with over 800 college students involved in both stuides. The initial TCU data is being presented at the 2008 AACE SITE conference. The UNT study will not be complete until the end of spring 2008, when its analysis will begin. The instrument is scheduled to be used in two Texas High Schools during 2008, which will be our first look at its use in a K-12 setting.

We are planning to complete the full analysis of version 1 by the end of 2008. When completed, this web page will be updated again to reflect the research discovered. If you want more information about the instrument, e-mail Dr. Jones (gjones@unt.edu).

Publications

Jones, J. G., Copeland, B., & Kalinowski, K. (2007). Pre-service teacher's attitudes towards computer games. In Proceedings of the American Educational Research Association. Chicago: American Educational Research Association.

Gratch, J., Maninger, R., Jones, J. G., & Kely, J. (2008, March). Video games in education: Do they have a future? Society for Information Technology and Teacher Education International Conference, Las Vegas, NV.

Don't Bother me Mom – I'm Learning!

noreply@blogger.com (Jerry) — Sat, 28 Nov 2009 07:28:00 +0000

Prensky M. (2006), Don't Bother me Mom – I'm Learning, How Computer and Video Games Are Preparing Your Kids for 21st Century Success – and How You Can Help!, Paragon House, Minnesota, USA, 254 p

http://www.amazon.com/Dont-Bother-Me-Mom-Im-Learning/dp/1557788588

Prensky(2006) sees five “levels of learning” in video games:
1. learning level 1: How
2. learning level 2: What
3. learning level 3: Why
4. learning level 4: Where
5. learning level 5: Whether

As Prensky(2006) does with three actual examples teachers should try to learn to search for the positive learning elements in games. Once teachers have the skills for checking learning levels in games, the resistance against games will go down.

Why Google Apps for Education?

noreply@blogger.com (Jerry) — Wed, 25 Nov 2009 15:21:00 +0000

有好一段時間沒有寫文章

noreply@blogger.com (Jerry) — Sun, 22 Nov 2009 09:23:00 +0000

因為發生許多事情卡著，又加上工作、學習、玩樂(哈).....
嗯！可見我的研究有多久沒有突破性的進展了，是該振作圖強的時候了，

加油！好嗎 (對自己說........)

go go go ........

9/23模擬式數位學習 Simulation-based e-learning

noreply@blogger.com (Jerry) — Wed, 23 Sep 2009 15:00:00 +0000

1.模擬是什麼？
Instructional simulations are said to enable students to bridge the gap between reality and abstract knowledge by discovery method, to improve motivation and enhance learning by active student interaction. (Jong, 1991)

2.模擬如何協助學習者？

Presentation and Practive

Simulation

具體經驗 <------> 抽象概念
Concrete experience Abstract conceptualization

應用與驗證 <------> 觀察與反思
Active experientation Observation and reflection

Within the presentation mode, the hybrid simulation is much more effective than the pure simulation.

所以不能只有單純的模擬，同時必須考量教學設計。

DEMO：解剖青蛙的模擬

9/23資訊科技融入教學 Introduction to Integrating ICT in Education

noreply@blogger.com (Jerry) — Wed, 23 Sep 2009 14:59:00 +0000

Introduction to Integrating ICT in Education

Integrating educational technology into teaching Chapter 1

可由四個觀點來定義教育科技(Educational Technology)，媒體與視聽(Media and Audio-Visual)、電腦系統(Computer System)、教學系統與設計(Instructional Systems and Design)、職業訓練(Vocational Training)。

Media and Audio-visual
AECT defines educational technology as media for communicating concepts

Instructional Systems and Instructional Design
ISPE defines educational technology as media for communicating concepts

Vocational Training Tools (Technology Education)
ITEA defines educational technology as a “preparation for the world of work”

Computer-Based Systems
ISTE defines educational technology as “computers and related electronic resources”

從教育科技的發展歷史中，給我們的啟示如下：

科技不是萬靈丹
素養(literacy)提供有限的理由
教師不是開發者
可能並不等於適合的、可行的、或是必然的
改變速度快到難以跟上
較傳統的科技是有用的
教師總是最關鍵的因素

科技教育中的議

Societal Issues

經濟情況
反科技的態度
沒有小孩落後(No Child Left Behind Act)的政策執行

Educational Issues

標準變動
對網際網路與遠距教學的倚賴
討論著，directed vs. inquiry based/constructivist 的教學方法

Cultural & Ethnic Issues

數位落差
種族與性別的公平
特殊需求

Legal and Ethical Issues

病毒/駭客入侵
抄襲
隱私/安全
著作權
非法下載/盜版軟體

Emergent Trends

無線網路連結
科技的結合
行動設備
高速通訊
視覺環境系統
智慧化應用

ISTE NETS · S
Technology Foundation Standards for Students

王德傳茶莊

noreply@blogger.com (Jerry) — Sun, 30 Aug 2009 09:50:00 +0000

王德傳茶莊
地址：台北市長春路14-1號
電話：02-25618738
傳真：02-25675978
營業時間：週一~週日 10:30AM~9:00PM

一次偶然的機會，在王德傳茶莊品嚐到溫醇順口的紅茶(德傳滇紅)，可以說是我喝過最好喝的紅茶，圓潤不刺激的口感，再加上香濃回甘的滋味，茶香四溢，令人口齒留香回味無窮，而店裡布置的乾乾淨淨，配上古董風格的桌椅，在喧鬧的台北市中，難得有此悠閒清靜的環境，讓人放鬆享受難得的午後時光。

根據其網站的介紹，王德傳茶莊有百年的歷史，對於茶葉的挑選與烘培有其傳承的特色，將茶葉中的苦澀及「菁生味」去除，而留下最純淨最醇厚的茶香與口感。

產品的包裝也是走精緻路線，鮮紅色罐子裝，小巧可愛....

Game Literacy

noreply@blogger.com (Jerry) — Thu, 27 Aug 2009 15:45:00 +0000

Game Literacy - Only a Game ("Hah," She thought, "Here shall be a new game.")

What is Videogame Literacy?

to be continue .....

Jerry's blog

Digital Game Knowledge

Educational Games Review Website

Gamestar Mechanic

Where can we find appropriate educational games for teachers and learners

ED-Media Conference 2011

ED-MEDIA 2011-World Conference on Educational Multimedia, Hypermedia & Telecommunications

http://www.aace.org/conf/edmedia/

Digital Game Supported Learning

New Start

在 Blogger嵌入Facebook的讚(Like)按鈕

Game literacy

CERO - Japanese Game Ratings

PEGI Pan European Game Information

Entertainment Software Rating Board

Media in the Lives of 8- to 18-Year-Olds

Gamers

SITE Conference

SITE 2011

Nashville, TN, USA March 7 - 11, 2011

Digital Game Based Learning Once Removed Teaching Teachers

ROLEX 16610 Submariner V

Computer Games Inventory (CGI)

Computer Games Inventory (CGI)

What is it?

Version 1

Publications

Don't Bother me Mom – I'm Learning!

Why Google Apps for Education?

有好一段時間沒有寫文章

9/23模擬式數位學習 Simulation-based e-learning

9/23資訊科技融入教學 Introduction to Integrating ICT in Education

王德傳茶莊

Game Literacy

Nashville, TN, USA
March 7 - 11, 2011