Proceedings of the Fourth Annual Teachers College Educational ...

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Creators of this game conducted three rounds of initial testing with students from elementary up to high school (see Table 1). The first round of testing (see Figure 2) did not include a pre and post-questionnaire but the second and third round of testing included both pre and post-questionnaires. First testing Second testing Third testing Number of students 6 2 12 Age range 9-12 8-9 13-17 Pre-Questionnaire No Yes Yes Post-Questionnaire No Yes Yes Table 1: Three rounds of testing the game with students. Figure 1: The Monster Appetite game. 25
Figure 2: Monster Appetite in action. The results from the questionnaires were positive with criticism mostly focusing on technical improvement regarding the game mechanics such as having clearer instructions for the chance tokens, including different kinds of food items, incorporating other nutritional facts besides calories, creating different versions of the game with different levels, etc. All of the feedback and suggestions are currently being reviewed by the creators as they consider creating a more complete digital version of the game. Currently, only a single-player Flash-based digital game is available besides the original board game. References Costikyan, G. (2006). I have no words & I must design. In K. S. Zimmerman (Ed.), The Game Design Reader (pp. 192-211). Cambridge, MA: The MIT Press. School Lunch | Fooducate - 40% of Kids’ Calories are from junk food. (2010, October 21). Retrieved December 6, 2010 from http://www.fooducate.com/blog/tag/school-lunch/ Trust for America’s Health. (2010, June). F as in Fat: How Obesity Threatens America’s Future 2010. Retrieved December 6, 2010 from http://healthyamericans.org/reports/obesity2010/ Trust for America’s Health. (2010, June). Obesity Information. Retrieved December 6, 2010 from http://healthyamericans.org/obesity/ Zinczenko, D., & Goulding, M. (2008). Eat this, not that! Supermarket survival guide: The no-diet weight loss solution. Emmaus, PA: Rodale Press. 26
Page 1 and 2: Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9 and 10: Guidelines for an Online Networking
Page 11 and 12: Mode S = Synchronous A=Asynchronous
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25 and 26: ased approach. Future research may
Page 27 and 28: MOOCs, Open Education, and Implicat
Page 29: Promoting Healthy Eating Habits Thr
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
Page 77 and 78: control and mastery increased in vi
Page 79 and 80: Design of computer assisted tools f
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Figure 2: Interactive functions of
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User Experiences with Avatar Custom
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Design Patterns for Promoting Self-
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Cooperative Inquiry in Designing Te
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Implications Our work with CI exten
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References Allen, E., & Seaman, J.
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