WEEK 10.

EDUTAINMENT
Your name: Natalie Zielinski
Game (indicate the name + web link if applicable):
Nancy Drew: Tomb of the Lost Queen
In which subject area/content would you use this game? Social Studies
In the article youve read for this week, the authors describe two emergent groups of
psychological and physiological effects that games can claim. Each of these two
categories have sub-categories, such as practical skills, cognitive skills, motivation, or
social skills. Some of these can be either positive or negative. Based on the graph on
p.37, evaluate the claims of the game you chose in relation to its effects on learning.
(please note that there is no right or wrong answer, as long as your explanation is
justified).
GAME CLAIMS: Psychological or Physiological? (indicate which category you think your game fits in.
Justify using information from the article and examples from the game itself):
Psychological- The Nancy Drew games focus on deductive reasoning, problem solving, observation, and
communication strategies to solve mysteries. Though there are puzzles and some games involved in the
mysteries, the game does not focus on motor skills or coordination, but relies on motivation and thought
processing, backing up the statement in the article that in contrast, the psychological scheme focused
on claims that are cognitively and socially oriented (Pg. 35). The game itself is a realistic immersion
into Nancy Drews world, since the player observes everything and everyone through Nancys eyes.
Therefore, there is little violence or aggressiveness associated with playing the game, since Nancy
does not pose a threat to others in the game. When action does occur in the game, such as a trap
door closing or Nancy setting off a booby trap, it results in a puzzle or quick thinking to escape,
leading to even more cognitive processing.
GAME CLAIMS: Subcategories? (pick at least one subcategory that your game relates to. Justify using
information from the article and examples from the game itself):
I think that the subcategory that relates the best to Nancy Drew: Tomb of the Lost Queen is Cognitive
skills. Since the game is a mystery that involves an Egyptian curse and an archeological site, the game
involves puzzles that involve learning about and decoding Egyptian hieroglyphics. Since the student takes
on the role of a detective, the game encourages inquiry skills, deductive reasoning, memorizing, and
systematic thinking. There are many books and notes that are implemented into the sleuthing parts of the
game that students must recall and use to solve puzzles or immediate situations. As stated in the article,
The instant feedback and risk-free environment invite exploration and experimentation, stimulating
curiosity, discovery learning and perseverance (Pg. 37). I think that this is definitely applicable to the
game, since there are so many historical facts, puzzles, and clues to uncover that it keeps the student
engaged and curious.

GAME GENRE (explain which genre your game fits in: action, fighting, role-playing, simulation, strategy,
rhythm/dance, parlor, adventure, sports, and platform games. Justify using information from the article and
examples from the game itself):
Video game genres should be classified by the way people experience or proceed in them because
other classification strategies (such as classification by iconography) ignore the differences and
similarities found in a players experience of a game (Pg. 40). Going off of this statement, I think that
Nancy Drew fits in with Adventure and Strategy. The game has a sense of adventure that is felt by the
student due to the spontaneous problems and traps that arise that Nancy has to escape, but also focuses
on strategy when solving problems, communicating with other characters, and cracking puzzles.
CONTENT: Describe how you would use the game in your classroom:
I would use this game if I was teaching a lesson or unit about Egyptian history. It could be used as a freetime game for them to play, or I could even use some of the puzzles from the game and implement them
into the classroom to use as activities. Many of the hieroglyphics puzzles could be used for educational
enrichment, since they are challenging and informative.
Participation points: Based on the articles discussion on p.42-43, provide a brief analysis of the game
you chose from a TPACK perspective (remember that TPACK is about your knowledge as a teacher. In this
case, explain how using this game brings together your technological knowledge, pedagogical knowledge,
and content knowledge).
I think that this game definitely supplies the content knowledge of the Egyptian archeology, artifacts, and
history behind the Egyptian tombs and burial grounds. However, I think that it lacks a diverse amount of
technological knowledge, since students only use a mouse and keyboard, and accomplish every task by
clicking on objects or directing Nancy to different areas. Although students can build and accomplish tasks
in the game, there is not a lot of technological creativity happening or skills required to play the game since
it is so content focused. I think this is good and bad, since it is easy to use and teach students to use, but it
doesnt promote much technological learning. I think that it would not truly influence the teaching as much
unless the students play the game individually or you do some of the puzzles together as a class, but it
doesnt provide an extremely unique way to change the teaching of the material.