Metacognitive Reflection

I selected the Multimodal Remediation Project as my final submission draft

because I was proud of this project’s outcome. I decided to remediate my family narrative

because I feel more connected to that first project. By using a coding website, Scratch, to

make my own game, I intended to show my audiences the importance of staying positive.

However, although coding a game did not require a lot of writings, I still encountered

many challenges. For instances, I indicated in my previous reflection that I organized the

coding in a much more complicated way, so it generated a few tech problems which I

could not solve on my own. The tech issues were my biggest concerns about this project,

and I struggled with organizing the correct coding commands. However, professor

Patterson indicated in her feedback that a problem could be seen as part of the game,

which requires the players to overcome. Therefore, I did not fix the tech problems but

rewrite my instructions more clearly in order to help the players to play. Moreover, in my

game, some scenes were being weird that the characters talk over and step on one

another. I tried my best to rearrange the coding and reset the timing, but they still did not

look perfect.

Therefore, technological coding issues were definitely the biggest constraints of

my final product. In order to make these problems less influential, I wrote my guiding

instructions both in game and side-notes, helping the players to achieve their desired

outcome. Moreover, the length of playing time was another weakness of my project. The

playing time varied from five seconds to thirty seconds, depending on which decision the

players choose. Originally, I planned to only make two outcomes for my project, but I

realized it would be too short and easy to play. Thus, I added one more outcome to
enhance its interestingness and playability, but I was worried the game was still not long

enough. In contrast, I think my final product also contained many strengths. I was very

proud of my creativeness, and I believed I was the only one in the class who made a

game for the remediation project. Since the coding website allowed the creator to add

sounds and movements, it made the game became more vivid and intriguing to the

players. In addition, this game was so simple that everyone could easily find out the

central idea of my project while they were playing.

Even though my final submission draft did not involve much writing, as a writer, I

learned how to write useful instructions to guide my readers. Because there were some

coding tech issues, to make my game less confusing, I wrote my suggestions. For

example, I illustrated, “If the player wants to move on during the game, please press the

designated key twice”. By including the instructions like this in my project, my players

assured they had no problem of playing the game. Moreover, as a game creator, I learned

how to arrange my coding commands in the right order to make the game works. For

instances, while I wanted my character to move or talk, I had to insert an “Event” coding

bar, telling the program I started a new action. Although my work for the metacognitive

remediation project contained some weaknesses, I had learned a lot by building up this

game. I was glad to show my audiences the central idea of my family narrative in a

different way. I believed coding could be a creative choice for my future project.

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