I believe I have made it about halfway through the Zelda game and the difficulty is just picking up. Currently, I am on the fifth boss and have died approximately 15 times from this metal worm. My lack of hand-eye coordination is making things a bit difficult as I am trying to do too many things at once but to no avail. I know what I need to defeat the worm but no matter how many times I have tried, I still end up dying. Fun fact, as I am writing this blog post, I have died a total of 120 times in total which is a bit embarrassing to say the least. This whole game made me think about if I could see this game being played in an educational classroom and I can say both yes and no. When looking at the Squire article, I can safely say that I can classify this game under the learning by doing category. You have to fail time and time again to understand what is working and what is not. I learned that for some of the monsters, my sword does absolutely nothing to damage them and instead, my bow and arrow dishes out damage. I have learned that I needed to use the magical dust given to me by the witch in the very beginning of the game that I completely forgot about to defeat another monster as everything else I have tried had not been effective. This game is very much a “recursive cycle of perceiving and acting, thinking and doing within a game system” (Squire, 22). On the other hand, it is hard for me to see playing this video game in my history classroom. It is a fun game to get your mind off stress, but at the high school age, teachers are no longer teaching about real trial and error and are instead teaching about content. For younger students or students that need more help with problem solving, I think this game is a great choice. Overall, I really enjoyed this assignment and cannot wait to beat the game in its entirely.
Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19–29. https://doi.org/10.3102/0013189×035008019