Scratch Frozen Monkey Game Click Here
1. My monkey sprite was floating down to the grass too slowly. I had to figure out a way to implement gravity. I looked up a tutorial on youtube for how to do this as I wanted my sprite to gain speed as it moved back down to the grass.
3. I couldn't get the snowflakes to disappear once they hit the grass or my monkey sprite. I had to code the snowflake sprite to disappear or hide and I ended up finding the "if touching..." widget and the "hide sprite" widget.
4. I was wondering how the game would end once the monkeys lives went down to zero. I didn't realize to do this I had to create a new backdrop and set the code to switch to the new backdrop once the monkeys lives went to zero. My brother who is taking computer programming in high school suggested this solution to me.
I had a lot of fun creating this game and I think students in the elementary setting would too. It is important that when this is used in education students are creating purposeful games that link to the curriculum. I thought as an activity students could make their own game using inspiration from books and characters they have read about. Another activity is for students to develop a game that helps describe a concept. There is definitely a process of design and inquiry that goes into developing a game with Scratch and is a great tool to engage learners in working with computers.
Playing with Code Combat
Code Combat Collage #1
Code Combat Collage #2
I think this type of gameplay would be great to use as a technology centre in the classroom. The game incorporates instructions to effectively scaffold the teaching of coding for beginners. Reflection and verbalization of concepts learned is a strategy teachers can use to help their students learn. In a study by Panoutsopoulos and Sampson (2012) the use of both computer games and paper based reflecting was examined in relation to performance and attitudes of mathematics with a sample of students aged 13-14. They found that the students were able to create and examine a hypothesis, and provide analysis of their work after engaging with the game. The reflection following game play revealed that the students were also able to relate game play to the real world suggesting that CBL was a valuable experience for them.
Panoutsopoulos, H., & Sampson, D. G. (2012). A Study on Exploiting Commercial
Digital Games into School Context. Educational Technology & Society, 15 (1), 15–27. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1287024883?pq-origsite=summon