Use Case Scenario: Civilization and Reacting to the Past

• Age and knowledge level of the learner
The average age of the learners is 33 and they generally have had some college level experience. They are often knowledgeable from work and life experiences.

• What type of learner they are - visual, struggling, gifted, etc.
The predominant type are generally indicative of the general population. They are mostly visual learners. They struggle but after three quarters most students will continue and finish if they get that far.

• Why are they using the product - teacher assigned it, peers are into it, etc. They have assigned survey courses so it fits into their program to graduate.
• What setting they use it in - after-school program, on their phone on the bus, etc.
The setting is a four-hour night class generally after their work day.

• What are the stakes - is it graded, extra credit, just for fun?
It is graded as a part of their course work.

• Do they use it alone or with others?
The first part of the game Civilization is played alone; however, they will take what they have learned and apply it to a role-play experience, Reacting to the Past.

• How do others - teacher, peer, etc. - help or hinder their use?
The professor will be the guide and facilitator. The students will significantly interact with peers during role-play.

• When they start using it are they timid and want directions, or willing to jump right in?
Based on the research, many students have not experienced this type of class before so they will need directions until I, as the facilitator, can remove myself to the back of the physical room during role-play, and circulate as a guide during Civilization.

• What do they do first? What do they do next?
First, they will be presented with background and lectures on the Greeks. Then, they will engage the game itself to build their ideal civilization. Finally, they will role-play the threshold of democracy in Greece.

• Do they engage with the intervention over multiple sessions? How long is each session?
These are ten-week sessions: five on Civilization, and five on the Threshold of Democracy.

• How does the user know if they are doing well or not?
There are learning outcomes listed in the course syllabus and there will be quizzes, presentations, and assessments based on the learning goals.

• Where do they go when they can’t figure out what to do?
A Civipedia is a reference guide for the game, the instructor will facilitate, and the role-play relies on the participants for assistance.

• If there are community elements built in, how do they utilize them?
Both formats encourage communal efforts since the game and the role-play are engaged in with a group.

• Are there offline elements that complement the technology experience?
The students are often referring to materials and each other outside of class for assistance.

• How does the learner know when they are done? What do they feel when they have finished?
The game itself plays out with a resolution and the role-play has a set number of sessions. They will feel numerous emotions depending on how the game unfolds and how involved they get with the role-play.

Use Case Scenario

Use Case Scenario from Iconoclast on Vimeo.

          http://vimeo.com/111573982