Construction Module: Reflection

Savanna Benson

1. Implementation of feedback:
I was able to implement some of the feedback I received from my peers. Several people
said it was difficult to tell when you got the correct answer, so I added slides after the
correct answer with the nurse congratulating the player for their job well done. In
addition to this, I added a happy correct “ding” sound similar to the sad “womp-womp”
sound on the incorrect slides. These correct slides make it easier for players to
understand when they get an answer correct, and it breaks up the monotony of the
game. One of the other critiques I received was that it was not clear where players
needed to click in order to continue the game. To clear up any confusion, I added
comments next to the icons they need to click on in order to move on. For example, I
added comments on all the slides with the nurse, letting them know they have to click
on the nurse to hear what she has to say. I also added comments next to the icons on
the “need help” slides, letting them know where to click.
While playing the game, my sister mentioned how she could not make an informed
decision on the cardia patient’s treatment because she did not know the result of the
EKG. So, I added a slide with the results of a normal EKG next to an EKG showing
someone having a heart attack. This way, players can acknowledge that the EKG is
abnormal, and they have a better idea of what to do with the patient.

2. Learning Reflection:
I learned that it is very important to have other people to review your work because you
tend to overlook some of the problems in our own writing. I could not acknowledge that
it was difficult to know where to click because I made all the hyperlinks. It was also very
helpful to get helpful from a non-STEM person because many of the answers seemed
simple to me, but some people needed more explanation. This is what prompted me to
add the EKG results into the game. This way, the game is relevant to more people,
including the non-science people. Additionally, getting outside people to play the game
allowed them to let me know what they did and did not like, that way I could add more
of what they liked and fix what they didn’t. Maddi, for example, said she really liked the
sound effects on the “Oops” slides, so I added more sounds, like the happy “ding,” the
clapping, and the heartbeat.
Adding different types of media to the game helped players stay involved in the game,
even if they are not a science person. The sounds added some lightheartedness to a
game depicting a very serious matter and so did the slide animations. I was nervous the
 sounds and other animations would distract from the game itself, but they only added
to the game’s enjoyability.

3. Alternative use / Future directions:

I used this project in a way that I could implement it in my future classroom. Hopefully,
students will learn more about the regulations and rules implemented in hospitals in
addition to learning more about very common ailments. If they encounter these
ailments in real life, they’ll have a better understanding of what to do in the situation.
This use of hyperlinks and PowerPoint games could also be used in a different capacity
within the classroom. These types of applications could work well for review games, like
“Wheel of Fortune” or “Jeopardy.” These games get kids thinking about content while
also keeping them engaged through playful competition. These games also build a
stronger sense of community in the classroom through competition and teamwork.
Many of my peers used this application as a quiz of some sort, figuring out which movie
someone should watch or what pet they should get. I didn’t think about this until I saw
their prototypes, and the results were very fun. It was fun to see which Hallmark movie I
should watch this holiday season or what hipster accessory I need to wear.
This same kind of application can aide people in major life decisions. As technology
becomes more advanced, the paper aptitude tests assigned by high school advisors
become more outdated and less useful for students. Posting applications like these to a
high school counselor’s website would make it more accessible for people, allowing
them to take the quiz in their own time to see what degrees or careers would best fit
their personalities. Students are also more likely to be engaged in the quiz if it is set up
as a game, much like the ones we created during this project. They could look forward
to taking the quiz and subsequently beginning whatever career they choose.