I recently played a simple online flash game, one of those room escape games. Very simple graphics even by flash game standards, and a small game space of four main screens with some sub-screens. This is Polleke's Blue Room. It took me a while to figure it out. The game provides a timer, actually, and I got right around 15 minutes. What I find most interesting is that the game reminded me of the first escape game that I played ages ago, which, if I recall correctly, was titled something like "Red Room Escape" which a similar theme to this game. However, that first game had a bit of a short intro - you wake up in a room without knowing how you got there... now find a way out! It's like the start of a riddle, and this makes it connectable to education.
NOTE: The game that I recalled was called Crimson Room. The game has a very interactive almost cinematic feel to it due to its animation. Recommended!
Let's take an intermediate classroom in which students have a basic understanding of English, though mainly out of a textbook. They are missing the "living language" element. Given Crimson Room's simple story and introduction, the students could think of a more detailed story, with some constraints. They then could write the rest by describing the escape. Lastly, they imagine what's outside the room or what happens after. The result is a short story. Now, more details about each step.
This assumes a 50-65 minute class time with intermediate students.
1) Students are told: "Game time! Escape the room!" Each student plays individually. 10-15 minutes is given after which teacher begins to drop hints and to have the students finish.
2) The teacher introduces the assignment of writing a short story. The game is to be the skeleton of the story, as it has very little story of its own. Each student gets a step-by-step walkthrough as a refresher.
3) Students play the game again and flesh out the details. Writing is to be in present tense: e.g. "I wake up in an odd room. I see a door. It's locked... etc..." Items needed to finish the game must be mentioned accurately. Teacher present in class to answer questions.
4) First draft is handed in.
Class Session 2:
5) Students are told to write, also in present tense, the intro and ending of the game. How did you get into room? What did you see after you got out?
6) Peer review. Students review each others' stories: is the present tense correctly used? Have all relevant details been mentioned? Afterwards, read over peer's comments.
7) Teacher asks for volunteer(s) to read their first draft to the class.
HW: Type up a final draft to hand in at the beginning of next class. Students may play the game again any number of times to make sure that they have all the relevant details. Adding creative details that do not throw the game series of events off track is encouraged.
May Include - ESL.I.5-8.1.1.6.MI:
Features such as vocabulary, format, facts, sequence, and relevance of details.
2) Performance Indicator - ESL.I.5-8.1.1.7:
May Include - ESL.I.5-8.1.1.7.MI:
Forms such as paraphrases, summaries, stories, reports, essays, posters, charts, and other
graphics.
NOTE: The game that I recalled was called Crimson Room. The game has a very interactive almost cinematic feel to it due to its animation. Recommended!
Let's take an intermediate classroom in which students have a basic understanding of English, though mainly out of a textbook. They are missing the "living language" element. Given Crimson Room's simple story and introduction, the students could think of a more detailed story, with some constraints. They then could write the rest by describing the escape. Lastly, they imagine what's outside the room or what happens after. The result is a short story. Now, more details about each step.
This assumes a 50-65 minute class time with intermediate students.
Class session 1:
 |
| Polleke's Blue Room screenshot. In game caption at top left. Found items at bottom screen. |
2) The teacher introduces the assignment of writing a short story. The game is to be the skeleton of the story, as it has very little story of its own. Each student gets a step-by-step walkthrough as a refresher.
3) Students play the game again and flesh out the details. Writing is to be in present tense: e.g. "I wake up in an odd room. I see a door. It's locked... etc..." Items needed to finish the game must be mentioned accurately. Teacher present in class to answer questions.
4) First draft is handed in.
Class Session 2:
5) Students are told to write, also in present tense, the intro and ending of the game. How did you get into room? What did you see after you got out?
6) Peer review. Students review each others' stories: is the present tense correctly used? Have all relevant details been mentioned? Afterwards, read over peer's comments.
7) Teacher asks for volunteer(s) to read their first draft to the class.
HW: Type up a final draft to hand in at the beginning of next class. Students may play the game again any number of times to make sure that they have all the relevant details. Adding creative details that do not throw the game series of events off track is encouraged.
Peformance Indicators (see full list here)
1) Performance Indicator - ESL.I.5-8.1.1.6:
Students make and support inferences about information and ideas with reference to features in oral and written text.
Students make and support inferences about information and ideas with reference to features in oral and written text.
May Include - ESL.I.5-8.1.1.6.MI:
Features such as vocabulary, format, facts, sequence, and relevance of details.
2) Performance Indicator - ESL.I.5-8.1.1.7:
Students present information clearly in a variety of oral and written forms for different audiences and purposes related to all academic content areas.
May Include - ESL.I.5-8.1.1.7.MI:
Forms such as paraphrases, summaries, stories, reports, essays, posters, charts, and other
graphics.
Given the game's minimalist story details, but specific sequencing, the students can make many inferences as to what is going on and draw on their current vocabulary to fill in these gaps. They should, of course, be encouraged to look up words as well. Noticing relevant details, such as an item needed to finish the game and/or its location can indicate high or low level work. Whether or not the essay is written clearly is another performance indicator. In fact, some escape game walkthroughs are formatted in prose form, thus the students are effectively writing one of those, with their own added details if they wish. However, the core of the assignment and baseline for finishing it is essentially an accurate prose walkthrough in the present tense. According to Kyle Mawer's task types, this assignment closely resembles the storytelling task with a little bit of the creative task in there as well.
The final draft will be then evaluated by the teacher, who for the duration of the assignment had a background role and was consulted for reference by the students.
The final draft will be then evaluated by the teacher, who for the duration of the assignment had a background role and was consulted for reference by the students.
This is a excellent use of a casual game for language learning!
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