Chapt. 5

Willingham’s point is that practice isn’t just for getting better—it’s also for locking in skills so they last and can be used in new situations. That idea can directly shape how learning games are designed.

I think in our game design we are applying this concept by having the students go to all the stations and requiring them to do all of the tasks correctly before moving forward. If they are unable to correctly identify the emotion/mood for that station they will have to start at the beginning. This allows that students to continue to practice the emotions they correctly identified the first time but also have another chance to correctly identify the one they got wrong. We are also applying different difficulty levels into our game; this means that if they easily reach the goal of the first level then we would make the next task a bit more difficult this allows them to practice and get comfortable with these concepts and learn/problem solve along the way.