It allows students the power of world-building. Minecraft is all the rage right now, and for good reason. This game has become such a hit with teachers that the developer has created an education related port of the game! Minecraft
Students go nuts trying to verify this: they measure parts of the room, they estimate the size of the gun, all to get accurate physical numbers to quantify the game's physics. The game has effectively changed the direction of the player's momentum vector, but not its magnitude. The second portal is positioned on a wall where the player is then ejected at great speed. We use a screen capture program to record our session, while the person playing the game jumps down a pit into a portal at the bottom. My most successful implementation of Portal 2 is in physics. The game also allows you to play with basic optics, gravity and psychology. The physics engine in this game is amazing, and crazy things like conservation of momentum can be tested and toyed with as you fall through a portal only to be shot sideways through its partner across the room. The gun is capable of linking a blue portal to an orange portal which the player slings around the world with hilarious abandon. It pits the player against a misanthropic computer with only a portal gun to defend herself. Here are few games I’ve used with success in my classroom. Games are, for better or worse, the gateway for most students into computer programming, so let's embrace the STEM opportunities there and roll with it.Games represent interesting iterations on the real world that can help emphasize principles and behaviors that, on Earth at least, are either too strong or too subtle (e.g.Simply referencing or bringing games into your classroom does not a relevant lesson make.Such as, strange economic situations ( StarCraft II), or bizarre social structures (role playing games like the Elder Scrolls). Games represent worlds that have bizarre constraints that are easy to buy into.I thought, "OK, a sandbox where they can build stuff." The students thought, "Great! Let's play Halo for a few hours and then put together some pittance of work and see if he calls us out." This kind of student-teacher relationship is obviously indicative of a larger issue that education faces, but first-year-teacher me wasn't grappling with those questions yet. I let students model the different kinds of volcanoes using a level editor in Halo. The first time I brought games into my classroom. 2 What's more, it's not that difficult to get students to ask these questions, too. I wonder what the gravitational field in the Mushroom Kingdom is. I wonder if their physics is self-consistent. When I play games, I wonder how the programmers make the characters move. Walking that line has shown me that modern gaming has given us fantasy worlds with malleable parts. "Have you seen video games these days? How am I supposed to compete with that?"Īs a teacher, I find myself wanting to walk a very fine line, because it's obvious that games are doing something right in the attention department - and I want to tap into that in my classroom. When I was a student teacher, I remember vividly the consternation of my cooperating teacher as she threw up her hands.
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