KSP684 - AIDLET Model - Simulation/Game Evaluation

The AIDLET Model provides questions for educators to use in evaluating games and simulations for use in their school.  This assignment required me to choose a simulation or game and evaluate it utilizing the AIDLET rubric.  Below is my evaluation.

Evaluated Game: Zombie-Based Learning - Survive! (Geography)

Description:
Zombie-based Learning is a project-based “simulation” that requires students to explore the spread of the zombie virus, predict the movement of it, and understand maps & topography (among other things). It is not a digital game, but rather a game/simulation that requires students to use their 21st-century skills to find answers and do research.

Links:

Website

Sample Lesson

AIDLET Model	Questions	Evaluation Information
Availability and cost	Is there adequate game for the organization and for the learners? What is the cost? If the available version is not suitable, can it be modified? The game or simulation has to be developed from scratch? At what cost? Is AR a viable alternative?	This simulation is not digital.  There are, however, components of it that require students to do research online. The cost of the curriculum is $49.99 OR there is a $10.00 per month membership fee which will provide updates and future curriculum.  They do not charge per student or per classroom so the cost is reasonable and affordable. The curriculum is fully developed and suited for 5-8th grade geography/social studies classrooms. Teachers can choose which parts to teach and whether they want to use it as is or modify it.  With the monthly subscription comes access to a forum for teachers to share ideas and resources.
Interaction and communication capabilities	The game is state-of-the-art in terms of concept, interface, and design? Is it Web 2.0 ready? The interaction and communication features are adequate for mobile learning?	As mentioned above - this is not a digital game. It has a graphic novel and lessons that students work through.  These lessons require students to use their 21st-century skills, such as research and critical thinking, to find the answers and information. The appeal of it for me, as a 5th grade teacher, is that it covers several of the social studies and science standards that I am required to teach.  They learn map reading, topography, landforms, and environments.  At my school we spend 12 weeks integrating the concept of interdependence into almost all lessons. A zombie-apocalypse would highlight the interdependent nature of people and their environment. This curriculum is written so that the teacher has options on what and how they use it.  I can easily see this being flipped and integrated into a Google Classroom or Moodle delivery system.  I found one example of a teacher who did this.  His website is here:  http://harriszombies.weebly.com/index.html
Distance education workflow integration	Does it integrate with e-learning practice? What kinds of connections can be made to other Web 2.0 tools and media?	The lessons for this could easily be connected to Google Classroom, thus creating an “anywhere/anytime” type learning environment.  One of the lessons of this unit requires students to create a map - they could do this using the custom map features of Google Maps or the satellite view functions. Students create product, do analysis, and explore information about geography.  Depending on the teacher’s level of comfort, there are numerous ways that this could be connected and utilize other Web 2.0 tools.  For teachers who are still jumping in with technology, students could create Google Slide presentations.  More advanced teachers could have students create more advanced multimedia products.
Learning design potential	What kinds of learning are supported? What instructional approaches are possible within the constraints of the game/simulation? What other technologies can be integrated in supporting teaching and learning?	The core curriculum covers geography, topography, and predictions. This curriculum could be done in groups or by individuals.  The lessons could be done utilizing a more structured guided-learning method or students could be given the requirements and set loose to work at their own pace with the teacher playing the role of facilitator. There is no limit to what technologies could be integrated into this game.  I personally, would love to see my students report back their daily “findings” in a video blog that put them in the role of a survivor who was trying to communicate with others, who may or may not be “out there”.
Engagement and ease of play	Are the game characteristics engaging and user-friendly? Is it accessible to teachers and students less experienced in games? How long does it take to master the basics of the game?	There is no mastery in this game.  It covers social studies, geography, and science standards and is project-based.  Mastery (success) would be judged by the teacher based on the learning outcomes.   In my classroom the grading would be badges or levels of survival.   :)
Thematic value and adequacy	Can the game content be used without any side effects? Are the themes appropriate? What social skills does the game develop? Are these congruent with cultural, societal, and organizational values?	Zombies are pretty popular at the moment and are not always portrayed a blood thirsty, evil creatures.  I believe that this content could be/would be appropriate.  Social skills that would be learned include collaboration and communication.  I can see assigning roles within small groups - leader, hunter, gatherer, planner, etc.   I do believe that the skills learned during this game are well aligned with the values of my school and community.