How the Game "GaPear" is Played and How it Benefits the Students

Game User Guide
Name
Problem Solving: Exploring the Practical
Module 1 Analysis-Application
Date
Game User Guide
Every student gets to a point where they have to choose whether they will take a gap year or not. A majority of students struggle to make this decision and often leave their parents to decide for them. However, this decision is crucial and should be driven by the students immediately after completing their high school education. The game called GaPear is specifically designed to help students decide the activities they could engage in if they decide to take a gap year. It is highly likely for a student to become irritated by their options, especially if they are unsure of their decision. Choosing whether or not to take a gap year can be considered a problem that needs a carefully thought-out plan or decision. However, the problem goes beyond deciding to take a gap year or not to what someone would like to do after deciding to take a gap year. According to Nicholson (1992), problem-solving leads people to develop solutions to problems or difficult situations through the development of scenarios. Math can become the foundation upon which students base their choices and problems. As indicated by the South African Institute for Distance Education (2008), problem-solving has to be the essence of math. The focus should never be on routine exercises but on helping students solve their problems and dilemmas. Therefore, it is against the backdrop of the above statements that this game is developed to help students decide which activities they would like to engage in if they choose to take a gap year. The game will be played by students in the 11th and 12th grades.
Setting and Theme
The setting of the game is a high school. The focus will mainly be on junior and senior high school students. The game should help them decide what they would like to do upon finishing high school. These activities will be different and entail some of the most popular options often chosen by students worldwide. Every decision they make will be guided by math challenges that will have them use the math skills learned and acquired in class. Every option available will unlock a new challenge, and the students will continue to the last unless they decide to quit the game.
Identify Concepts
The tasks outlined in the game should be solved using mathematical concepts that the students should be conversant with. The concepts that will be used include Algebra, Calculus, and Geometry. These three should help the students to interact with the decisions they are making regarding their future.
Algebra
Algebra is a mathematical concept that is highly applicable in real life. Some people could believe that algebra is not highly applicable in real life because of the lack of Xs and Ys in their daily lives. However, algebra is heavily applicable in life. In algebra, people use symbols and then institute standards that they then use to manipulate the symbols. For our game, the students will be applying their knowledge of algebra to solve a challenge.
Calculus
In life, the small steps make up the distances we travel. When someone wishes to take a flight to a far-off country, the chances are high they will have to take several stopovers before they get to their destination. For example, they will take a bus to the airport, board the plane, make a stopover, and arrive at their destination. Calculus is not any different since it helps people understand the whole by focusing on the small pieces. Calculus can be divided into differential calculus and integral calculus. People divide the whole into smaller pieces for differential calculus to understand it further. On the other hand, integral calculus seeks to join the small pieces to understand the whole. Calculus will be crucial in helping the students delve deeper into their decisions.
Geometry
Geometry is all around us. It is one of the most prevalent and obvious mathematical concepts. There is an ounce of geometry from the buildings we see, to art, how we design our houses, and in sports. Students must understand where and how to apply geometry in life, especially when it is crucial to the decisions they are about to make. For the game at hand, geometry will challenge the students as they unlock a level or seek to understand more about an option.
Scenario and Framework
This game is centered around students looking to choose activities they would like to do or embark on during their gap year. However, there is a small twist in the game because, first, students will be asked whether they are taking a gap year or not before they are allowed to continue with the game (answers here are yes or no). If a student says no, they will be directed to a section where they will be given the challenge to solve before they are provided with some advantages of taking a gap year and its impact on their career or life after that. When students say yes, they are presented with five options divided into five tasks. These tasks or options entail whether or not to learn a new language, whether or not to intern, whether or not to visit a new country, whether or not to volunteer, and lastly, whether or not to take a part-time course. The game aims to make sure that the students select an activity aligned with who they are or what they intend to pursue in their lives. Therefore, it is crucial that every student who plays the game be prepared to take time in every instance. Also, the activities selected provide students with a wide range of options. The idea here is for the students not to feel limited because they can choose to do more than one activity, but they will have to solve a challenge before making a choice.
Task 1 – Language
Language forms the first part of the game. However, it is crucial to mention that these options only open up after the student has confirmed that they will take a gap year. For this task, the students will be asked whether they wish to learn a new language or not. A Yes or No option will be provided for the students. If a student chooses yes, a math challenge will be provided. To proceed to the next section, which entails a further breakdown of the languages considered most desirable in the world, a student must ensure that they complete the math challenge successfully. If a student chooses no, they will still be required to take on an algebra challenge before they are allowed to get to the next option. After solving the math challenge, the game will then offer them the next option or activity that they can engage in. Therefore, this paves the way for the next task or option.
Task 2 – Intern
The second activity of the game is whether to intern or not. Some students choose to take the gap year as a time to intern as they set their eyes on acquiring experience in whichever field they find interesting or that they feel could be a part of their future. Here, there will be choices for the students where they will choose either Yes or No regarding the activity. The choice of Yes will lead to a Calculus math challenge. After the challenge, the students will be guided to several internship options they could consider. Crucial and credible information will be provided here to help the students decide whether they would like to intern and which internship options they would like to try. If they answer no, they will be given a similar Calculus challenge to help unlock the next level.
Task 3 – Travel
Some students take the gap year to travel and interact with other cultures. This is indeed quite beneficial to students, and it helps them develop a tolerance for other cultures. Further, the students easily become open-minded since they see how different other people are compared to themselves. Here, options will also entail a Yes or No answer, and the students have to select one to proceed. If a student selects Yes, a Geometry question will be provided and one that must be answered successfully for the travel options to unlock. The geometry question will unlock information to help the students decide the best countries to visit. If a student answers No, they will receive a geometry question that will unlock the next option or task.
Task 4 – Volunteer
Students have not understood the importance of doing volunteer work in the current day and age. Many avoid doing volunteer work because of the lack of knowledge of how the inclusion of such information in their resume would help sway managers to the side. However, unlocking this task will provide the students with all the information they need to understand how crucial volunteer work is, especially as they near the college and the corporate world. Like the rest of the tasks, students will be asked to choose either Yes or No. The Yes option will lead to a Calculus task or challenge for the students to receive tips and ideas on where to apply for volunteer work and the importance of volunteer work. If a student selects No, they will still receive a Calculus challenge that will unlock the last activity or task.
Task 5 – Course
The gap is a time for the students to find ways to enhance themselves. In choosing a part-time course during their gap year, students build on their portfolio and acquire new skills that would propel them even further as they seek to apply for scholarships or colleges in the country or the world. Some students understand that it takes more than their grades to get to the elite colleges in the country and the world. So, they take time to enhance and build on their skills and leapfrog all the star students who thought they would be accepted to their dream colleges. In this task, students will still receive a Yes or No option. Choosing Yes will lead to an algebra challenge where the students will be expected to tackle the task provided before proceeding successfully. Proceeding means that the students will be given access to some of the courses they can take to help enhance their skills and portfolio. The No option leads to the same task. However, it gives the option of returning to task or option 1 – language or exiting the game entirely.
Design in Detail – Task 1
Task 1 entails whether to learn a new language or not. There are two options here that lead to more information or the next task. The math concept involved here will entail exponential equations in algebra.
Choice - Yes
If students say yes to the first task, they will be directed to a task as indicated above. If the task is solved successfully, the student will be provided with more information on the languages they could consider learning during their gap year. These languages will include Mandarin, Swahili, French, Spanish, Russian, German, Afrikaans, and Portuguese. Aside from the languages being provided as options that students can choose or select, there will be additional information regarding where the languages are spoken, the history of the languages, and the growth spurt of each. Check Figure 1.
0-635Math Concept: Exponential EquationsSimplify: (3x2y-2)3 / (9xy3)3Solution(3x2y−2)3 / (9xy3)3 = (3x2y−2 / 9xy3)3= (x2−1 / 3y3+2)3= (x / 3y5)3= x3 / 27y15Language Options: Mandarin, Swahili, French, Spanish, Russian, German, Afrikaans, and Portuguese. Read More:***Solve the equation to proceed to Task 2.***Math Concept: Exponential EquationsSimplify: (3x2y-2)3 / (9xy3)3Solution(3x2y−2)3 / (9xy3)3 = (3x2y−2 / 9xy3)3= (x2−1 / 3y3+2)3= (x / 3y5)3= x3 / 27y15Language Options: Mandarin, Swahili, French, Spanish, Russian, German, Afrikaans, and Portuguese. Read More:***Solve the equation to proceed to Task 2.***
Figure 1
Choice – No
On the other hand, if a student decides to say. No, they will still be expected to work out the same task before they are allowed to proceed to the next task, as indicated in Figure 1. Upon getting to Task 2, they will be expected to make their choice and then solve whichever task outlined for them before they can either proceed or find whichever information they need.
Module 1 Application
Genuine learning requires an open mind. How have you fostered a fixed mindset?
I have fostered a fixed mindset by remaining attached to beliefs and ideas that I grew up within. One of the things that makes people remain disconnected with change and growth around them is they choose to maintain whichever beliefs they have been holding on since their childhood. In doing so, one chooses to maintain their status quo with little regard for how doing so affects their ability to withstand change. For me, there are several beliefs and ideas that I know I am still dependent upon. These shape who I am as a person right now, and help to maintain my identity. I know that I am safe within these beliefs and I have developed an attachment that makes it unsafe whenever the thought of stepping outside comes to mind.
How have you fostered a mindset of growth?
Fostering a growth mindset is something that many people struggle to do. Such a mindset needs a person to first recognize that they are rigid and in need of change. However, many people want to remain within their safe spaces. No one wishes to get rid of the thing that makes them feel safe.
However, I have slowly started to embrace the fact that I could be wrong, and that I need to embrace the ideas of others. Accepting that my way could be wrong and that I need to consider and embrace other people’s ideas is difficult, but I have purposed to remain deliberate in doing so, and it is working. I have acknowledged that my ways are not the best, and that I need other people’s ideas and thoughts to grow outside of my safe space.
How can you create a greater opportunity for the latter?
One thing that I can do is embrace challenges. Challenges are key in helping me become more aware that life needs me to embrace a different outlook. As indicated by Dixita (2020), I also need to write down goals and purpose to attain every single one. Goals help people veer into the future and seek more than their comfortable spaces allow.
Module 2 Application
How can you create an environment more supportive of diverse interpretations?
There are two ways to create an environment that is more supportive of diverse interpretations. These two can either be used together or independently. The first is to encourage the solving of problems as a group. Usually, issues are hardly solved by one individual but by a group. Thus, through collaboration, the members can borrow from, reason out, and interrogate problems and potential solutions from different points of view. This is because various group members, mainly if the group is diverse, have different perceptions and meanings of the problem. The second way to develop such a supportive environment is to encourage the use of theoretical and practical perspectives. Examples, in this case, include the Eight Mathematical Standards addressed through the Common Core and Polya’s four-step process.
Share a current practice and how this can be changed to provide diverse possibilities to be expressed.
Current practice in the education sector is excluding minority and indigenous systems of knowledge from the curriculum. This means a diverse classroom is forced only to understand knowledge as developed and directed by the dominant group as means to a homogeneous society. However, the provision of various possibilities to be expressed requires that relevant systems of knowledge s...