My+Word+Coach

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**Description**
Based in the linguistic research of Tom Cobb, and by extension the work of James Paul Gee, //My Word Coach// is a casual, self-improvement game for the expansion of the player’s English vocabulary. By playing six mini-games designed to exercise word/definition connection and spelling, players gain points based on speed and accuracy, which are entered into an algorithm to determine the player’s “Expression Potential,” a value representative of the player’s familiarity with and command of the English corpus. As the player plays the mini-games and correctly uses a daily quota of words, the player’s Expression Potential is modified to reflect learning, new games are unlocked, new difficulty levels are unlocked, and new playing modes such as endurance and wireless competition are unlocked.

The six mini-games are as follows:
 * Split** **Decision:** The player is given a word or definition and must choose between two options to match the word or definition with its coordinating definition or word before time expires. As difficulty level increases, the option to choose neither supplied word or definition is added.


 * Word Shuffle:** The player is given a collection of words and must match words from the collection with definitions before time expires. As difficulty level increases, the number of words and definitions increases.


 * Missing Letter:** The player is given a word with a missing letter. The player must write the missing letter on the touch screen before time expires.


 * Pasta Letters:** The player is given a definition and a simulated bowl of alphabet soup. Using the letters in the soup, the player must drag individual letter-noodles to their appropriate places in the definition’s word before time expires. As difficulty level increases, the letter-noodles sink in the soup and must be revealed by either pressing a designated button or blowing on the DS’s microphone.


 * Block Letters:** The player is given a list of words and a collection of letter-blocks. The player must select letter-blocks in proper order to spell each of the words on the supplied list while additional letter-blocks drop into the collection. As words are created, used letter-blocks are destroyed. The player must spell all words in the list before the letter-block collection area fills with blocks. To aid in the task, the player is supplied with a fixed number of bombs with which to destroy unwanted letter-blocks. As difficulty level increases, the number of words and the frequency of letter-block drops increases.


 * Safecracker:** The player is given a definition and must use a safe dial imprinted with the alphabet to spell the appropriate word in sequence with proper selection of letters on the dial before the opponent, usually the computer, can accomplish the task. To increase competition and aid in difficult situations, the player can see the opponent’s correct selections. As difficulty level increases, the speed of the computer increases.


 * Useful Links:**

[] (Descriptions of Mini-Games)

[] (General Explanation of Expression Potential)

[] (Interview with Linguist, Tom Cobb)

[] (Detailed Explanation of Expression Potential)

**What Was Learned?**
In roughly an hour of play, I was given a written primer on the premise of the game, expand the player’s vocabulary through use of new and known words in training games, and the general concept of Expression Potential, essentially English language proficiency. I was also given written instructions with coordinating pictures for the Missing Letter, Split Decision, and Block Letters games.

In my play, I learned in three general spheres: game tactics, English spelling, and English definitions.

Playing the Missing Letter game, I realized that the touch screen of the DS has difficulty differentiating between similarly formed letters such as E and F and U and V. As I wrote the missing letters, I frequently ran into trouble when writing E and U as the game would interpret my strokes as F and V respectively, which cost me time in the game. Therefore, I adopted the strategy of exaggerating my lower horizontal line for the E and the soft curve of the U.
 * Game Tactics**

In Split Decision, I learned to use the arrow keys instead of dragging my stylus across the screen to switch between options. This sped my time and earned my additional points. Another time-saving strategy I adopted was to only read the first three or four words in a definition and base my decisions upon these quick readings. If these first few words did not provide enough clarity, I would scan for nouns and verbs to match with the supplied words.

Block Letters felt unfair at first attempt because it scores for speed, but drops blocks incredibly slow in the easy difficulty, which was the initial difficulty setting. This forced me to optimize my block selections and time. After completing two words, I realized that the game dropped letters for one word at a time. This allowed me to determine the word for which it was dropping from two to three letters and select letters in sequence as soon as they dropped. Even so, I still received a time penalty.

For the overall game, I learned to play certain games to meet my daily quota as quick as possible. Since my quota was set at 80 correctly identified words, I chose the games that supplied the most words and played the fastest. This meant avoiding Block Letters until it upgraded its difficulty level and focusing on Missing Letter and Split Decision. Missing Letter supplied twenty words in roughly one minute, but I usually missed at least one due to uncertainty, and Split Decision supplied ten words in about twenty-five seconds with very few words ever being missed.

In my time playing, I did not learn any new spelling. However, I did learn spelling mistakes I make in a pinch and why I make them. In playing Missing Letter and Block Letters, I found myself under time pressure, so I spelled quickly, which resulted in a few mistakes. In particular, I spelled kilogram “kilagram” and missed the first T in castanets. Upon reflection, I realized I was spelling phonetically during the challenges, which is a huge weakness in English spelling. So, despite not learning any new spelling, I did realize a spelling weakness on my part. And that is not to say that learning potential does not exist. I didn’t learn any new spelling because I had just started a new game and was assessed at a low Expression Potential, which supplied me with very familiar words. If I were to play with a more accurate Expression Potential, I would be encountering new words and new spelling.
 * English Spelling**

As with spelling, I did not learn any new words because my Expression Potential was inaccurately set, but I did reinforce my knowledge of English words. Again, with accurate Expression Potential, I would encounter unknown words and learn them through the games.
 * English Definitions**

**How Was It Taught (Learning Principles)?**
The game in its entirety is a practice ground for vocabulary due to the very slight penalties for failure. If one misidentifies or misspells a word, points are deducted from the session score, the word does not count toward the daily quota, and the error calculated into the modification of Expression Potential upon quota fulfillment. However, the only markers of progress are the daily quota and the Expression Potential, both of which are only minimally influenced by errors. The scores factor into the Expression Potential, but the ability to review and retry mitigates an error’s impact upon even the score. This is the primary mode of learning in the game.
 * Psychosocial Moratorium Principle**

Because the game itself is a series of mini-games, a couple minutes’ effort results in definite progress toward meeting the daily quota and modifying the Expression Potential. Additionally, more games, game modes, and difficulty levels are unlocked as quotas are met, essentially expanding the game’s content as a reward for little more than perseverance.
 * Amplification of Input Principle**

Regardless of ability, the game is always modifying itself to challenge the player with new words and higher quotas, and to meet the higher quotas, higher difficulty levels must be used to supply more words in less time. These act as markers for achievement, every new word and higher quota. Also, the constant goal of increasing the Expression Potential marks and drives continued achievement.
 * Achievement Principle**

The entire game is a series of practice drills dressed in mini-games. However, if one finds certain games fun, as I find high level Word Shuffle and Block Letters, the vocabulary and spelling practice is unknown and encourages continued practice.
 * Practice Principle**

Once the Expression Potential is accurately calibrated to the player, unfamiliar words enter play and must be addressed alongside familiar words. Even as the player progresses, the game adapts the word lists to include words yet seen and words unmastered.
 * Regime of Competence Principle**

As the game adds new difficulty levels, mini-games, and game modes, instructions specific to these additions are supplied just in time for use. Also, the full corpus is accessible between mini-games for study.
 * Explicit Information On-Demand and Just-in-Time Principle**

**Overall Reflections**
Though //My Word Coach// lacks the motivations connected to the plurality of identity in association with playing, it still promotes frequent practice and achievement through amplified returns for effort and minimal penalties for failure. Yet, where the game shines most is in its mini-games that expertly hide their purposes as vocabulary and spelling drills. I can personally attest to this as I have wasted //hours// playing Block Letters and Word Shuffle without care for how they influence my Expression Potential. However, that is not to say that the Expression Potential score does not provide some motivation. The disappointment of completing assessment with the Expression Potential of a primary school graduate is indescribable. The digital coaches, as little as I have discussed them, too motivate achievement as they make positive comments at strong performances and sometimes show disappointment at poor results. As a gamer, I am familiar with digital sarcasm by NPCs, but I still feel a flash of hurt pride when the Archibald coach shows a raised eyebrow and comments on my long absence. Though it tempts my anger, it also motivates my practice, which exposes me to more words and furthers the game’s educational goals. I’d call that a successful learning game.

As for implementation in a teaching curriculum, //My Word Coach// fits well into a Language Arts curriculum at almost any grade. The only limitation is its dependence upon reading, which denies access by budding readers. A teacher could use the mini-games as individual or pair warm-up exercises, especially before a spelling test, or assign a long-term class-wide challenge to reach a certain Expression Potential by a set date. Because it focuses exclusively on vocabulary and spelling and uses mini-games instead of plot-driven long term games, //My Word Coach// would be limited to an ancillary role instead of one as a central focus, but such gives it a nigh constant place in Language Arts curricula. 