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Civilization V

Introduction: This popular PC/MAC game is strategic in nature and forces students to problem solve but the game is variable and represents all 3 UDL frameworks. Benefits of this game were heavily researched by Kurt Squire (2011) and there are multiple articles about educational uses and about the educational version of Civilization V (Verge, 2016). Below are, UDL Principles, Classroom applications, and a SWOT analysis based on his experience using Civilization 3 in the classroom, the article, and my own experience with Civilization 5. Sid Meier’s Civilization is on version 6, but I do not recommend that version so this analysis is based on Version 5 which is as little as $6 online, cross platform, and able to run on my 10 year old laptop. Here is a link to 5 lesson plans and some assessments using Civilization V in the classroom.

_{Images courtesy of: Steam.com and ©Valve Corporation. 2019.}

UDL Principles: Using game based learning can appeal to a wide range of skills and strategies while being learner-centered. UDL principles work well with this type of learning. Game-based learning is specific to the learning environment and focused on learning outcomes based on proven strategies (Gunter et al., 2008). Gameplay is variable and diverse.
Representation: Because no two game session are alike students can express themselves through their decisions and resource allocations. Learning through play the game combines visual, auditory, and text for immersive learning that’s guided by the instructor and clear learning goals. Variability in representation through results, decisions, and the story. The way they play the game and the decisions they make provide a complex variation depending on each game and the interactions with other students. The game plays out differently than real events to represent their background knowledge, understanding, and response to stimulus related on history, technology, and society. Students construct, comprehend, and analyze their experience in the virtual game environment that highlights complex patterns and critical features of world leaders, human development, and relationships between cause and effect.
Action and Expression: Comparing how their country’s path mirrors, or doesn’t, the actual one they represented allows for critical analysis and a deeper understanding of cause and effect. Using the world setup stimulates risk, reward, and gives students a firsthand experience of how geography played a part in conflict and expansion. Interactivity and diverse assessment allow for a dynamic feedback loop between student and teacher. Students can follow specific clues or quests guided by the instructor for their individual experiences.
Engagement: Students can engage by teaming up to develop the same Civilization, form alliances, or go to war. Alternating play and combining individual with team play create variable levels of engagement. The badge system and opportunities to assess peer interactions can vary between game results, milestones, and individual or team accomplishments. Contrasting play, results, and varying game sessions can develop opportunities for self and group assessment. Gameplay can mirror with other learning activities for diverse learning modalities or assigned tasks for those who don’t game or desire other engagement opportunities.

Classroom Applicaton: Compare/contrast with real events. Identify: world leaders, iconic achievements in science, history, art, and military. Group projects can combine watching game play and using their historical knowledge for critique. Some can game while others in the group analyze, write papers, or do other presentations that appeal to their learning style. Group or Individual - Identify iconic discoveries, ages in history. Identify why your civilization grew differently than the actual one. Current Events Application - Identify questions for world leaders based on what you learned in your end game outcomes. Here is a to 5 learning activities using Civlizations in the classroom. (same as above)

Strengths	Weaknesses	Opportunities	Threats
Variable experience. Diverse game play. Diverse historical references. Commercially successful. Appealing to play/repeat play. High interest. Engaging. Strategic. Peer play. Individual or Group. In and out of game reward system. Students express through their decisions. Student controlled experience. Play to stimulate learning. Able to watch back game like a video. Diverse cross-study activities. Cross-platform (MAC and PC)	Cost. Version support. Stigma of video games. Limited to historical related study. Stigma of ‘gamers’. Competition. Issues with winners and losers. Badge related bullying. Historical inaccuracies. Historical figure behaviors and stereotypes.	Group and individual learning. Self-directed analysis of play versus real events, leaders, discoveries, and technologies. Teacher guided activities questions. Shared experiences. Chance to grow game-based learning.	Cost. Addictive play. Limited bandwidth. Limited time on game compatible computers. Administration opposed to commercial games in education. Registration. Computer availability. IT concerns i.e. software security, vulnerabilities, updates, installation.

BBC’s Civilisations AR App

_{Images courtesy of: www.BBC.co.uk. Copyright © 2019 BBC}

Introduction: This free, cross-platform app takes advantage of augmented reality and mobile learning. Once installed and calibrated with the mobile camera the app super imposes famous artifacts and art onto the screen as if it’s in the room with you. Students can literally look inside a sarcophagus or explore items across 5000 years and around the globe. Augmented reality fits the mid-term trend in the Horizon Report 2016 and mobile learning can fit the long-term trend of a flexible learning space. Link to all 40 artifacts

UDL Principles: With augmented reality (AR), educators can take advantage of this type of self-directed learning without having to impose a fixed regime (Dunleavy, Dede, 2014). The variability of mlearning and this app create multiple options for representation, expression, and engagement.
Representation: There are visuals, video, audio, and text to appeal to a variety of learning styles. Multiple-forms of representation through the 40 3-D artifacts which combines, visual, auditory, reading, and a AR form of kinesthetic. The experience can vary based on the objects selected for increased understanding. The app animates the objects which the user can manipulate to enhance and clarify their understanding. A educator can use the app to promote understanding across various subjects like history, art, humanities, or similar areas of study. AR games have been shown to be widely inclusive (Munoz, Fabregat, Baldiris, 2015). By bringing the artifacts ‘to life’ through AR on one’s mobile device, the app allows for visualization and manipulation.
Action and Expression: Augmented reality stimulates higher orders of thinking (Bower, et al, 2014). It provides multiple opportunities for expression and action through the self-directed learning aspects of AR and mobile learning. Groups or individuals can express what they’ve learned to the class, as a paper, video or other artifact. Using app interactivity to stimulate multiple forms of response, expression of information learned and the app bringing the artifact into a “live” setting. The app uses mlearning and the multiple tools associated to each artifact for construction and composition.
Engagement: The use of mobile AR technology stimulates strategic thinking at home or in the classroom for a more self-directed, immersive learning environment that stimulates interest. Using an app like this that engages multiple forms of learning and engagement through use of mlearning, the app, and video functions of the device. Challenges and activities to learn and interact as a team with guided learning outcomes to match the artifact researched. Students or the instructor can navigate the many objects or time-periods related to the information provided for multiple means of engagement that optimize motivation. Students can explore famous objects together and take turns with different ones for collaboration. A teacher could use the app on a larger mobile device with video output for activities or interactions that heighten the goals and objectives.

Classroom Applicaton: The app is great as a learning starter. Students can use the app in the classroom and research information outside of what’s in the app. Activities where students start using the app, select what interests them most, and then go and research on their own or in groups can work with all 3 UDL principles. Instructors can also let students learn about the 40 objects on their own and then cross educated with the Civilisations video series that’s available free from the BBC. Students can choose the artifact that interests them and the medium by which to teach it to the class. The class can select the same artifact and watch someone present on an artifact that looks like it is in the room with them. Students can go through the artifacts and select ones that correlate to each other and present, do a paper, or record their reaction on their mobile device (see mobile video as a tool). An activity like that, promotes strategic thinking. Students can similarly use the app to link artifacts to a larger historical significance, or do a field activity where they screen shot the artifact in a location that’s relevant to the piece in modern times (ex. Rhodin’s Thinker out in front of a library).

Strengths	Weaknesses	Opportunities	Threats
Augmented reality, Mobile learning, Self-directed learning, 40 3-D scans of famous artifacts from around the world. Link to all 40 artifacts	Only 40 of the 200 artifacts from the TV series were scanned. Limited to Android and iOS. Mobile device camera required. Frustrating camera calibration. Limited information.	Diverse learning usage, group or individual learning for UDL guided instructional design. Stimulate larger college influences of AR. Vary traditional learning activities. Encourage gamification and professors thinking outside the box. Cross learn using app and video series in course design.	Installation of software on institution or student’s devices. AR Core a required download. Augmented reality and ‘game’ stigmas. Resistance and myths surrounding mLearning. Security and IT concerns.