A Week of Facebook Gaming

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Day One

Sitting in front of my table watching the view outside while the yellow leaves are falling from the trees with every breeze, I decided to start my farm.  Hold on! I have not bought a farm. It is only my virtual farm, my Farmville. Now you know what it is; a game that I kept avoiding and ignored all my friends’ requests claiming that this will distract me.  Avoiding them does not work when I have to do an assignment for my technology and literacy class. So here we go!

The idea is to play a game two hours for a week. Sounds a very cool assignment I would say. So, instead of playing one game, as usual, I have to add my touches. I decided to play a game every day and, by this, I would be exposed to different games that I would not have the time to play them in the coming few months or years. This decision would give me the chance to see what types my students would like more and will provide them with more learning opportunities through gaming; something they would love in the English class. 

Well, now, the dilemma is how to play a game on my Facebook where many of my colleges are there watching and following my daily actions. What would they say when they see me playing and not studying. What a Ph.D candidate who is playing instead of doing her academic work. To avoid such thing, I decided to use my other email account and, of course, open another Facebook account. And from here, I should start.

My first game is Treasure Hunt. At the beginning I thought that I would be Jim Hawkins and ride the ship with Captain John Silver searching for gold on The Treasure Island. I was disappointed to find that, metaphorically, I had to help my imaginary Captain John Silver finding his stuff in his room in the Inn first.

The idea of the game is that there are different stuff in an office, different levels, and vocabulary that keeps coming down with relaxing background music. The goal is to find the items whenever a name comes down announcing which item to click on and get points. For this game, the player has to have an eagle eye that picks items as fast as possible otherwise he/she will lose the game. The moment the player click on the demanded items, the score becomes high.

My first experience with this games started by reading the hints for the game and how to play it. My first level went slowly and the danger alarm went out several times before finding the item and saving myself from being thrown out of Captain John’s ship. However, with each level I finish, I became faster in spotting the items.  Surprisingly, I have to stop twice in order to find the meaning of two words; Katana and chalice, which I found difficulty in spotting the item that I knew with different name. I continued playing until level seven when I got 910 points and rewarded with 200 Token.

My first impression of this game; Treasure Hunt, is very positive for many reasons. First, gaming in the ESL/EFL classroom is a strategy that many students would love and would motivate them and promote their learning. Second, the game teaches vocabulary and this is better than memorizing words and meanings by heart. The game provides written words and visual items and this helps students to remember the item and connect it with its correct name. Third, the game keeps repeating some words from each level and this gives players the opportunity to rehearse the words repeatedly every time it appears. Fourth, the game enhances using the dictionary to find meanings and develop dictionary skills whether online-dictionary or hard copy.  This Finally, the game suits the classroom environment because each level has a short time. This gives the players to finish several levels at the same class period.

I still wonder after playing this Facebook game if the tea hers in the classroom can create their own Treasure hunt using the same game. How would the learning environment change? Would students be motivated to come and enjoy the English class? Many questions and many assumptions, but the bottom line is that technology is invading our classrooms and there is no escape but to integrate them in our teaching.

Day Two

Guess what? I forgot the password for my new account when I tried to log in playing another game. This is a bad sign and a sour taste. But I decided to add some sweetness to my unfortunate start. I chose Candy Crush Saga because, first and mostly, I adore candy and makes me feel better when I feel a little bit down.  Let’s try the sweetest Facebook game, which seems childish, but who cares? Let me wake up the child inside me.

The game directly take the player to “play” and till not I have not found a hint for how to play. The moment I clicked the candy bar play button a lovely music played on and a hand pointed to me to follow the instruction and start moving candy to their correct place. The idea is to make a line of the same kind of candy and each time the player makes a move, s/he gets points. I finished the first level with sugar crush and 3240 score. This takes me to level two and I have to share and start my adventure. To get more scores and move to more levels. Every time , I get a higher score, praising comments like “sweet,” “tasty” and, “sugar crush” are provided with an encouraging voice. The  idea is to keep moving on a railway through the Candy Town. Each level has different demands and limited.

Game Over! I managed to reach level 8 and get 20,000 points when I failed to removes all the jellies. I was disappointed because I finished all my moves and only one jelly ended my game. Frankly speaking, I felt bored from doing the same thing repeatedly.  Yet, I wanted to see what would happen when I reach the end of the railway through the Candy Town. Would I get a huge mountain of candy? Would I have a reward? Who knows? For sure I don’t know because I never reached the end. Still, I might go back again when I have more time.

This games; Candy Crush Saga suits beginners. It does not teach much vocabulary and it doesn’t suit the English class environment. However, it can be a great reward for fast learners, who finish their tasks before others.  So, to avoid having discipline problems while other students are still working on their tasks, fast learners can play a little because the game needs no effort. Just for fun.  

From Day Three to Day Five

I always wanted to have a farm of my own, a real one, but since I am still dreaming of having a real farm, I turn to virtual farm. I will practice being a farmer on the computer screen by playing a game called FarmVille2.

When I decided to play this game, Nathan Lindberg sent me an invitation to start my own. I smiled when I saw in my newsfeed that Nathan was feeding a red goat and in seconds he started his harvest. I said to myself, “Oh ya! Nathan and the red goat! I should start my farm too.”

FarmVille2, which seems an extended game of FarmVille1, starts with a welcoming letter and introducing me to my old friend, Marie, who will help me in the farm.  As a farmer, I am directed to do several things to the tomato, the goat, the chicken, etc. The player has to follow instructions of how to move around and farm that crops, sell them, and feed the animals. The game also brings happiness and fun when I see my accomplishments and some progress in the farm while feeding the hungry chicken and the red goat and getting eggs and milk to sell and earn bucks. FarmVille2 is full of life that the player have fun expanding the farm and sharing rewards with friends.

On the next day, I decided to go back to the farm.  Coming back to my farm, I find my hungry chickens and goats. I have to feed them and make food. This time I become more anxious about how to increase the income of the farm. The more I plant, feed the animals, and sell the products and get more income. This helps in releasing some other products and unlocks some. By this, I can plant more products.

I reached higher level, but I need more friends to help in decorating and building my big house. But, I have chosen to stop at this point in order to not get addicted to the game forgetting that I have other academic papers to write.

The idea of the game is build on individual work, peer work, and group work. It is a sort of community work where everyone is helping everyone else in their farms. Not only this, but also sending gifts and sharing rewards. This kind of games enhances group and community spirit among learners. It trains learners in the classroom to work with each other and exchange information.

This type of gaming would be definitely useful in the classroom where a different type of instruction has to be followed in order to move to a different level. It is a challenge in itself for the students to share and talk about their farms. This enthusiasm moves with the learners beyond the classroom and creates an atmosphere of exchanging information about strategies and ways of working their farms out.

Day Six

After building my farm, I decided to move to a city. But this city is not like any other city. It is the Dragon City. The title attracted me and I thought that there would be an adventure to safe some princes from a vicious dragon who throw fire. But, what I found it totally different and not what I expected.

Dragon City is based on raising dragons. Like the previous games, it has instructions of what to do to expand the Dragon City. As a player, I have to take care of the hatched dragon egg and feed it until it grows and joins the elder ones. So, the whole game is about breeding, feeding, collecting dragons, and selling them for gold.  Also, I have to build and plant for the dragons to eat. Like the FarmVille2, I can visit other dragon cities and share and invite others to my city, too.

 The issue about this game, like FarmVille2, if I need a thing, I have to buy it online with real money. I didn’t like this because it will not work in the ESL classroom. Yet, there is an alternative. The more you get dragons and sell them, the more you will get gold. By getting more gold, the player can unlock some options and expand the city.

Personally,  I felt bored while playing it and definitely I would not use it in my language classes. The instructions are little and don’t add much to the students’ linguistic skills.   

  End of Facebook Gaming

I have always been avoiding online games because I have more important things to do. The only online game that I used to play is chess in www.chesscorner.net where I played with players from all over the world. 

However, I played for a whole week Facebook gaming as part of my Technology and Literacy course by Dr. Gian Pugnucci at Indiana University of Pennsylvania. The task was to play for two hours on a daily bases for a week. At the beginning, I thought to myself, playing two hours will be a waste of time. But when I started playing, it took me sometimes more than two hours without having any sense of time. The game challenged me to keep playing because I wanted to reach higher levels and got more fortunes and gold.  

Thinking of Facebook gaming for the classroom turns out to be not a bad idea. There are many reasons that I liked it. First, it provides students with a real life situation where they can develop their skills. At the same time, they learn how to follow instructions and accordingly accomplish their progress in the game. Second, the aim of collaboration among learners is pointed out because players have to share with other players, who will be in this case their friends and classmates. Third, learners will acquire cohesive and organization while playing because the game is built on stages or repeated actions that the players have to follow in order to move to upper levels. Finally and the most important is having fun and enjoying their times in doing educational and productive tasks.

 Facebook List of Games:  http://apps.facebook.com/silvergames