by MARK WEST 1/6/10

I Own That

This game is derived from a certain monopolistic game of buying and selling. The twist is, no money - it's knowledge as currency. Like the snakes and ladders game, you have 30 questions.

Each turn, a team gets to roll the die to advance their token around the board.

If a student team lands on a white box and they answer the question appropriately, the square is colored (with the fill tool) to their token's color. If the team lands on a square that is their color, they pick another team to answer the question.

If a team lands on an opposing team's square and they get the answer correct, the square is colored white. The team has the option to take a second question, and if they get it right, the square changes to their color.

The object of the game is to control as much of the board as possible.

The idea behind this is, that students who control the baord are doing so by knowing the answers, so those who aren't controlling the board need the questions.

Here's the link to download the game. If that link gives you problems, here is a link to a zip archive of the flipchart.

References

Burleson, W., & Picard, R. (2004). Affective agents: Sustaining motivation to learn through failure and a state of “Stuck.” Proceedings of Workshop of Social and Emotional Intelligence in Learning Environments, in conjunction with the 7th International Conference on Intelligent Tutoring Systems Maceio, Alagoas, Brazil.

Chang, Y.K., Plass, J.L., & Homer, B.D. (2008). Development and validation of a behavioral measure of metacognitive processes (BMMP). Featured Research presentation at the annual convention of the Association for Educational Communication and Technology (AECT) in October, 2008 in Orlando, FL.

Domagk, S., Schwartz, R., & Plass, J.L. (in press). Defining interactivity in multimedia learning. Computers in Human Behavior.

Leutner, D., & Plass, J.L. (1998). Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: The Visualizer/ Verbalizer Behavior Observation Scale (VV–BOS). Computers in Human Behavior, 14, 543–557.

Mandryk, R.L. (2008). Physiological measures for game evaluation. In K. Isbister & N. Shaffer (Eds.) Game usability: Advice from the experts for advancing the player experience. San Fransico: Morgan Kaufmann.

Plass, J.L., Perlin, K., & Nordlinger, J. (2010). The Games for Learning Institute: Research on design patterns for effective educational games. Paper accepted for presentation at the Game Developers Conference, San Francisco, March 9-13, 2010.