Gold Rush!

Authors: Cathy Arreguin, Robin Orloski

 

Overview | Instructional Objective | Learners | Context | Scope | Object of Game | Design Details

Competing Products | Motivational Issues | Design Process | References

Overview

Gold Rush! is a simulation game based on the California Gold Rush experience. It is conducted in the 3-D virtual reality platform of Second Life, which allows the players to interactively "change" the structure and outcome of the game. By using this interactive platform, students are able to stake claims, claim jump, experience risks and rewards, create entrepreneurial businesses and develop social relationships. Students form mining teams and work together to acquire the maximum amount of gold in the time allowed. In addition, all players must complete mandatory tasks prior to the end of the game in order to qualify as a winning team. Choices they make as a team allow them to move closer to successfully winning the game. It was envisioned that students use this tool to enhance the classroom learning about the intricacies of life during the gold rush.

 

Instructional Objective

After playing Gold Rush!, players will more clearly understand and describe:

  • Both the risks and rewards of prospecting during the early part of the California Gold Rush and the effects of the Gold Rush on settlements, daily life and the physical environment.
  • How the Gold Rush transformed the economy of California, including types of products produced and consumed, changes in towns and economic conflicts between diverse groups of people.
  • Immigration and migration to California during the Gold Rush, including the diverse composition of those who came, the countries of origin and their relative locations, and conflicts and accords among the diverse groups.

 

Learners

This 3-D virtual reality game is best suited for students in the 4th-5th grade in conjunction with study of California history, specifically the Gold Rush. Students that are not familiar with the various aspects of the Gold Rush are still eligible for play, although potentially at a disadvantage if playing with students that have learned the specific content.

 

Context of Use

During study of the California Gold Rush, students would participate in the virtual reality simulation game at school during classroom hours. Students will form virtual teams within the environment, but play an individual character that is a part of that team. Since part of the educational aspect of the game is to "experience" the environment of the Gold Rush, it is important that students be able to directly participate. In addition, the social interaction of all of the characters is important to the interactive element of the game and would be more difficult if students were participating at different times. The game is designed to be played by multiple players within the classroom at the same time for best effect. Therefore, if the game is to be played in the classroom, it would need to be equipped with a minimum of one computer for each pair of students. However, it would be more effective for each student to be able to access a computer individually. A computer lab that will accommodate all of the students is a great choice as well. The computers will need to meet minimum specifications of the game environment, which are found on the game web site. Prior to the entering the game, students need to complete the identified California Gold Rush curriculum so that they have preexisting knowledge that will be valuable during game play. The students will play for a total of five one-hour sessions. During and after game completion, the classroom instructor will conduct group discussions about the play that occurred, including successes, challenges, obstacles, thoughts and feelings. Although the game will be played over several sessions, after the tasks have been completed by the players and a winner has been determined, play will end. It is meant to be part of a unit of study rather than an ongoing game.

 

Scope

Gold Rush! is designed to be played as a multi-player game in a classroom or computer lab setting. It is intended to host up to 30 players at one time for five one-hour sessions of play. The content will focus primarily on California state standards relating to the California Gold Rush, specifically the interaction, successes and failures in the gold fields. It will not incorporate the issues involved with travel to or from the gold fields. The main setting of the 3-D environment is maintained in one large area that is designed to replicate the terrain of California in the mid-1800s. The terrain is subdivided into a town with buildings (both currently owned and available for lease), land designated as claims and characteristic landmarks. Although each player is a member of a larger mining team, each of them can move freely about the environment, participate with certain interactive features (like collection of gold nuggets, risk scenarios, creation of objects, rental of land, etc.), and complete tasks as determined through team meetings.

 

Object of the Game

Working in teams of 3 or 4 students, each team uses knowledge they learn before and during the game to gain the most gold in five one-hour sessions. The winner is the team that has collected the most gold, completed all tasks and arrived on time to the final event in the last session.

 

Design Details

Gold Rush! is a game set in the 3-D virtual reality Second Life world. After learning basic information about travel to and life during the Gold Rush, students participate in five one-hour sessions of play in the virtual Gold Rush environment. Each student is assigned a detailed 3-dimensional digital body, or avatar, that has the historical look and specific characteristics of a person that lived during the time period of the California Gold Rush. Three to four students are randomly assigned to work together on a mining team and given a brief introduction to the playing environment of Second Life. The interactive playing environment in the Second Life realm is based on the geographical visual representation of the California landscape during in the mid-1850's. Students are able to converse using an instant messaging system that is hosted within the virtual environment. Over the course of five one-hour sessions, student teams work to complete tasks that incorporate essential aspects of life during the Gold Rush and collect as much gold as possible.

Characters (Avatars)
Each student is assigned one of several different authentic characters available to students prior to beginning the game. Each character has a background with prearranged clothing and a specific set of characteristics. The student must read the character's biography and try to adhere the character's personality and action traits during the course of play. Although all of the characters are readily identifiable, at least one or more student will also be assigned the role of Bandit. The Bandit is the only role that is not identified immediately to the rest of the players. It is in the player's best interest to uncover the Bandits and in the Bandits' best interest to keep their identity unknown. The teacher acts as the Alcalde, or Mayor, by being a mentor in the virtual world. In addition to answering specific questions, the Alcalde also encourages experimentation, redirects learning and mediates disputes. Sample characters are described below.

  1. Alcalde (Mayor) John Geary: Fire destroyed most of the city. It broke out at Dennison’s Exchange on the east side . Fire spread to surrounding buildings before the bucket brigade could be formed. Fifty buildings were destroyed, and the fire caused much damage. This was known as the first Great Fire. Mayor Geary organized the crowd which pulled down buildings with ropes to stop the fire.
  2. Miner Melvin Paden: (From an actual letter) In 1849, young Melvin left a wife and two little children to try to find some gold that would make his family's life better. A good man, he wrote this letter to his wife: "Jane, I left you and the boys for no other reason than this - to come here and procure a little property by the sweat of my brow so that we could have a place of our own, that I might not be a dog for other people any longer." Melvin's biggest desire is to get back home with enough money to own his own land and give his family a better life.
  3. Butcher Phillip Armour: When he heard of the gold in California, Phillip Armour left his New York butcher shop and walked the whole way across the country to the gold fields! Phillip used his skills to eventually open a meat shop in Placerville to serve the miners. People needed his meat and he made much more money in his meat shop than he ever did prospecting for gold. After the gold rush, Phillip took his money and opened a meat packing plant in Milwaukee, Wisconsin. It is still in business today!
  4. Craftsman John Studebaker: After he came to the gold fields, John found that miner's had a real need for wheelbarrows to transport all the ground they were digging up. John had a special skill that most of the miners didn't have. He could make wheelbarrows! Soon, he was making much more money making and selling wheelbarrows than his friends were prospecting for gold. After the gold rush, he went back to Indiana. Eventually, he and his descendants used the money he made in the gold rush to open one of the first automobile factories. Their cars were named "Studebakers".
  5. Californio Joaquin Murieta: Born and raised near the gold fields, Joaquin saw his beloved spanish-speaking California turn from peaceful cattle ranches to one of the busiest places on earth in a very short time. People from many countries could be found here, each speaking their own language and following their own customs. Eventually, one in every four miners was from a foreign country. At first, most people got along, but soon, people became prejudiced against each other and started to become violent towards other ethnic groups. Joaquin became, at first concerned, and then angry, when a $20 a month foreign miner's tax was put into law. The law said that he was a foreigner even though he was born there! Joaquin decided to take back what he felt was unfair. He became a bandit and robbed people of their cash and gold dust. Eventually, he was caught and killed.
  6. Former Slave Nancy Gooch: Nancy Gooch was a slave until just before the gold rush. In the gold fields, she found many opportunities to make money washing and cooking for the miners. She eventually made enough money to free her son, who was still a slave. After her son moved to California, they continued to live near Coloma, the place where gold was first discovered. Eventually, her son owned the land where Sutter's Mill stood. In the 1940's, he sold it to the state of California for a State Park.
  7. City Dweller Joseph Wood: Joseph was typical of the many city dwellers that tried to make their fortune in the gold fields. Being from the city, Joseph wasn't skilled in using a rifle, riding a horse or in working hard with his hands - all skills that he would need to survive. One out of every five miners was dead within six months - either from disease, starvation, accidents or violence. For Joseph to survive, he'll need to develop those skills and a network of skilled friends.
  8. Sailor Samuel Baker: As his ship docked in the San Francisco harbor, teenage sailor Samuel Baker noticed many abandoned sailing ships in the bay. He soon heard the stories of gold in the hills nearby. He had a split second decision to make: make the return voyage back to England and his family or jump ship and try his hand at finding a fortune. On impulse, Samuel dove overboard and left his ship without crew members enough to sail. No one knows what happened to Samuel.

Beginning Inventory
Prior to entering the virtual environment, mining teams are assigned a beginning inventory of virtual items including the following: Original clothing, 1 tent, 4 blankets, randomly assigned amount of starting gold/money for each player, claim stake flag for each player and a set of information cards.

Orientation
Once the players enter the virtual environment, a basic orientation is conducted by the Alcalde at the central meeting place in town. Players are taught basics, such as walking, chatting, picking up/moving objects, searching for information, exchanging gold for money at the bank and locating the Alcalde for questions or concerns. Players are taught enough information to get them started without overburdening them. At this initial meeting, players are given their first task.

Goals of the Game
As players collect more knowledge about the Gold Rush and the intricacies of the game, a winner is determined by the following completed items:

  1. Complete all tasks
  2. All gold is exchanged and safely deposited in bank
  3. Inventory is accounted for and packed up
  4. Team arrives dressed and on time for final event

Team Meetings
Once team members have identified themselves, they are required to meet as a group in class prior to logging into the game each session. In each meeting, the team will discuss the prior session's successes and challenges. It is important for the team to establish final steps required for incomplete tasks and come to a team decision about how to proceed towards completion. In addition, the team is issued a new task for which they must establish a plan of action that will be taken to complete the task during the session. Each session requires at least one or more of the team members to attend a social event. The assignment is indicated on the task card. Once the assignment of members is determined, the team needs to formulate a plan for making sure that the members are present and ready to participate in the social event. During the team meetings in the classroom, the teacher circulates through the student teams asking guiding questions to help them learn how to strategically plan for events that might face them during the game.

Tasks
Individual players and teams are required to complete tasks during each session. The tasks help players identify key learning experiences and structure the session in a way that keeps students engaged and focused. The first two tasks are performed by individual students prior to meeting their mining teams. The rest of the tasks are performed either be individuals in conjunction with team decisions or by the entire team. Task cards are viewed before play begins. After viewing the information about the upcoming task and social event, teams hold team meetings outside of Second Life play to plan a strategy for completing unfinished and newly assigned tasks and attending the event to gain additional information and win extra gold.

The following are the tasks to be completed by the end of the fifth session:

  1. Task #1: Upon entering the game, your first task is to locate the General Store and attend the town meeting for an orientation of the game. It can be tricky to find things if you are not familiar with the territory and are not sure how to move your character. Look for signs and follow directions.
  2. Task #2: You have been assigned to the RED TEAM. You know your team assignment, but you don’t know your team members. Locate your team members, conduct a team meeting outside of Second Life to discuss the social event and return to Second Life to explore the environment for rest of the session.
  3. Task #3: Each team member must stake a claim and collect at least one piece of gold during the session. Use the information you have learned about the procedure people used to legally stake a claim. Look for hints and clues in the game to help you. Don’t forget to conduct a team meeting outside of Second Life before play begins. You will need to discuss how your team members will stake claims, collecting gold and how to communicate or make decisions as a team while the game is in play.
  4. Task #4: The tasks for this session are to deposit any gold your team has collected in the bank and build your team's mining camp from items in inventory. Each deposit at the bank is rewarded with an item for your inventory. Items can have multiple uses. Be sure to allow some time to experiment using your newly acquired items. Remember, you want to build a mining camp that is not only functional, but as comfortable as possible.

Social Events
Social events are required as a way to initiate and encourage information sharing. Each event is set up and moderated by the Alcalde in a central meeting place. Players are invited to the event with an invitation card that appears on the screen when they login for play and then gets saved in the inventory. Players are able to win additional gold when the social event involves a competition.

The following are the social events for the five different sessions:

  1. Event #1: You are invited to a horseshoe throwing competition with some of the other town members. Practice up and join us just outside the General Store at 1:00 p.m. for food, fun and games. The winner receives 3 gold nuggets for his/her team!
  2. Event #2: You are invited to a Bunko tournament. Bring your dice to the Feed Store at 1:00 p.m. for food, fun and rolling dice. The winner receives 5 gold nuggets for his/her team!
  3. Event #3: You are invited to a town meeting to discuss a big issue about which everyone has been talking. This is your chance to speak your mind hear other's thoughts and ideas.
  4. Event #4: Come to the hoe down tonight! If you've got a bandanna, tie it on. Join us for a square dance at 1:00 for the final event.

Information Cards
Players begin the game with a set of basic information cards that provide hints about information that can be found in the game. As players progress through the sessions, additional information cards are planted throughout the playing environment. Players are encouraged to stop and gather information that might help them with future issues or tasks.

Risk Cards
During the game, individual players are randomly presented with Risk Cards in the first half of the session. Risks are both positive and negative. Players must read and follow the directions on the card. The following are examples of possible risks that might occur.

Positive Risk Cards:

  • Kind neighbor shares medicine with you. Get one medicine card.
  • You receive a letter from home. You feel happier and more energetic for days. (Avatar able to move and work faster)
  • Friend gives you shovel for your birthday. Go to store for a free shovel!
  • You start a vegetable garden. Your produce is in demand. Receive $50 from the bank.
  • Somebody likes you! Pick up a free pie next time you visit town.
  • EUREKA! You just doubled your gold! Next time you grab some gold it will double!
  • Find a gold nugget! Collect $25 from the bank.
  • You just struck serious gold! You found 10 gold nuggets. Go to the bank and cash in!

Negative Risk Cards:

  • Lose money in a game of cards. Head to town and pay $50 to the bank.
  • Cholera outbreak. Go to town to see the doctor or use a Medicine Card. (Avatar is unable to walk - team will have to assist)
  • Sick of eating beans. Go to town and pay $5 to eat a meal at a restaurant.
  • Rising river water swamps your claim. Pay $20 to have it pumped.
  • Someone stole your shovel when your back was turned. Head to town and buy another, unless you have an extra...
  • Gold pan has a hole in it. If you don’t have an extra, go buy a new one.
  • Caught a cold standing all day in an icy stream. Too weak to pan, pay the doctor $5 for medicine or use a medicine.
  • Lose money playing cards. Pay $50 to the bank.
  • You are out of firewood and it is getting very cold. Go to town and pay $5 for more wood.

When a risk is negative, especially in the case of an illness, the avatar may experience "physical" effects and be unable to continue on in the game without taking care of the illness. In those cases, the player will need to seek assistance from his or her team members.

Game of Chance
As was common in the Gold Rush days, players are given an opportunity to play a game of chance with the possibility of winning more wealth or losing money, possibly everything. The location of the game of chance is next to the bank. Players are able to withdraw money from the bank and take a chance on getting rich. The player decides on the amount of money to chance and inserts it into the chance machine. After pressing the "Take a Chance" button, the machine randomly assigns a win or loss to the play. Winning and losing amounts are automatically deducted from the player's account.

Game Play

Session #1: Getting started with information and teams

  1. Task #1 assigned - Locate the General Store
  2. Once all students have arrived at the General Store, the object of the game is established: be the team with the most gold at the end of the game.
  3. Each player is assigned to a mining team, but not told who other team members are
  4. Task #2 assigned - Locate the other members on your mining team, conduct team meeting outside of Second Life to discuss social event and return to Second Life to explore the environment for rest of the session.
  5. Social Event occurs at the end of the session.
  6. NOTE: General Store has valuable information if players chose to pay attention

Session #2:

  1. Team meets in classroom to evaluate previous session, read task card and determine plan of action for play during session.
  2. Task #3 assigned - Each team member must stake a claim and collect at least one piece of gold (no specific how-to instructions are given to the players. However, in the Gold Rush unit, they have learned the basic steps).
  3. Event #1: You are invited to a horseshoe throwing competition with some of the other town members. Practice up and join us just outside the General Store at 1:00 p.m. for food, fun and games. The winner receives 3 gold nuggets for his/her team!

    Staking a Claim:

    • Choose claim from map
    • Obtain marker from claim
    • Go to Assay Office to exchange marker for claim stake flag
    • Travel to the claim
    • Stake the claim with the player's flag

    Gold Collection:

    • Purchase a pan and a pick (attempting to grab gold tells player that a pan/shovel is needed in order to grab it)
    • Gold nuggets randomly appear in a claim
    • Each claim will have a different rate of gold nugget return
    • Player must be present to "grab" the gold
    • Giant gold nuggets represent a larger amount
    • Gold piles up if not present, however, another player may "jump" the claim and steal the gold nuggets
    • If player discovers that a claim is not profitable: (1) causes him/her to jump other claims or (2) figure out another way to earn money
    • Gold must be taken to the bank and deposited before it can be used

Session #3

  1. Team meets in classroom to evaluate previous session, read task card and determine plan of action for play during session.
  2. Task #4 assigned - Deposit gold in the bank and build the team's mining camp from items in the inventory.
  3. Players are able to play the "Game of Chance" once they have made the first deposit and withdrawal in from the bank account.
  4. Event #2: You are invited to a Bunko tournament. Bring your dice to the Feed Store at 1:00 p.m. for food, fun and rolling dice. The winner receives 5 gold nuggets for his/her team!

    Depositing Gold in the Bank

    • May only deposit once time per session
    • Rewarded with object for inventory upon each deposit
    • Object can have multiple uses including: being able to copy it, sell it, transform it

    Building the Mining Camp

    • Shelter out and set up
    • Tools in inventory are out and arranged

Session #4

  1. Team meets in classroom to evaluate previous session, read task card and determine plan of action for play during session.
  2. Complete Tasks #3 and #4.
  3. Event #3: You are invited to a town meeting to discuss a big issue about which everyone has been talking. This is your chance to speak your mind hear other's thoughts and ideas.

Session #5

  1. Team meets in classroom to evaluate previous session and determine plan of action for final session.
  2. Social event and closure to game

    To win the game a team must do the following:

    • Exchange and deposit all gold in the bank
    • Complete all tasks as a team
    • Inventory is accounted for and packed up
    • Team arrives dressed and on time for final event
  1. Event #4: Come to the hoe down tonight! If you've got a bandanna, tie it on. Join us for a square dance at 1:00 for the final event.
  2. Alcalde reviews the assets and completed tasks for each team.
  3. Presentation is made by the Alcalde to the winning team
  4. Students wrap up session in class with a discussion about the experience.

User Manipulable Variables
In order to keep the game highly interactive, players are able to create or manipulate objects within the environment. For instance, when a player makes a deposit to the bank, he or she receives an item for the team inventory. Sometimes, the items are decorative and serve no purpose. Other times, the items may have one obvious use and multiple other uses if the player experiments. If a player is given a set of logs, they may be used as firewood when a risk card is presented telling the player he or she must visit town to purchase more wood. If manipulated properly, wood can also be used to build furniture or buildings, or even whittled to form specific tools. If a player determines that his or her claim is not profitable, the player may decide to build a business based on items that he or she has learned to manipulate in a meaningful way.

Some of the items that may be obtained and manipulated:

  • Wood logs
  • Food: Bread, biscuits, dried fish, dried ham, eggs, cheese, bacon, rice, molasses, sugar, oysters
  • Drink: Water, tea, coffee
  • Clothing: cotton material, wool material, shoes, shirt, pants, skirt
  • Tools: knife, axe, pick, gold pan, hammer, nails
  • Cooking utensils: pan, spoon, ladle, bowl
  • Eating utensils: fork, spoon, plate, bowl, cup
  • Land
  • Rope
  • Gold rocker
  • Horse
  • Building rental
  • Bigger tent
  • Blanket

There are many decisions that must be made by both individual players and teams. Decisions that are made will often change the course of the game for all players. When a player decides to create a store or business, the way other players spend time or money has the opportunity to change as well. In addition, players are able to choose how often they check their claims, visit town and how to structure the workload within their team.

Technical Elements
Gold Rush! is designed to be played with the entire class playing together simultaneously. Therefore, it is important that each participant have access to a computer with Internet connectivity. If the classroom does not have an adequate number of machines, plan to reserve the computer lab for each session. If necessary, see if you can borrow time at computers in other classrooms. Using headphones, students could play the game from any location as long as they are playing at the same time.

Computer: As the online environment is cross-platform, you can use either Mac or PC to participate in the Second Life experience. Please see specific technical requirements for either version at http://secondlife.com/whatis/sysreqs.php. Since the game is actually web based, the platform specific software is primarily used to initiate the login process and for visual assistance with the virtual world.

Software: Each computer must be loaded with the 20 Mb Second Life desktop client that acts as an updateable viewer. This allows the player to login and view the online environment and content. The SL client can be downloaded from http://secondlife.com/.

Internet Connection: Each computer must have access to the Internet via high speed connection (DSL/cable).

Platform: Second Life is a 3-D persistent space virtual world designed and maintained by the players. Players have the ability to create 3-dimensional content and collaborate with partners in real time. Changes that players make to the environment are visible and accessible to all players.

Content: All content, including visual and audio, is streamed in real-time at DSL/cable modem bandwidths. Players can even share video as long as it is converted to the Quicktime format. Built-in proprietary scripting tools (Linden Scripting Language) allow players to add behaviors and special effects to any objects that are created. Players can add texture, through imported .jpg or .tga files, and audio, in the form of .wav files, to created content. In fact, players can even create games within the game of Second Life. Many have created ARGs, simulations or casino style games in which other SL players can participate.

 

Competing Products

Gold Fever (TryGames): Gold Fever is a puzzle style game that allows players to learn more about the Gold Rush as they earn money. It is basically a two-dimensional computer game that has players solve puzzles as they flip coins to make matches. There is strategy, but nothing in the way of a true simulation. www.trygames.com.

 

 

Gold Miner Joe (MacJoy): Gold Miner Joe is a jump and run action computer game. Although it does deal with gold mining, it is not specific to the California Gold Rush. Players use strategy to get to the gold by moving through various levels and avoiding deathly obstructions. www.macjoy.com.

 

Gold Rush (Spintop): Players attempt to help Jack the Gold Miner find gold by clicking on groups of 3 or more blocks. Clicking on a group of 3 pieces of gold allows a player to go to the next level. No simulation, purely 2-D puzzle playing. www.spintop-games.com

 

 

Fievel's Gold Rush (Hokus Pokus Games): Fievel, a young mouse, is on a six-level adventure as he sets tries to locate scattered pieces of a treasure map. An enemy, evil Cat Malone, has abducted Fievel's family in exchange for the map, which supposedly leads to an abandoned gold mine filled with gold. Although the title references the Gold Rush, there is no indication that any of the game actually spends time on the historical aspect of the California Gold Rush. It seems to be a 2-D activity in which players use a method similar to jump and run to collect pieces of the map and avoid enemies.

Yukon Trail (Learning Company): Players journey across land and see to stake a claim. They make decisions as they move along the trail, facing risks and discovering history and geography of the trail. This has similarities to our game in that it places players in various risk situations where they must make decisions. However, in our 3-D e-game, players actually play out the risk in an authentic setting. Most of the game for the Yukon Trail is played along the travel route, where as Gold Rush! play occurs after the travel is complete and the traveler has arrived at the gold fields. It does include historical characters and knowledge that is relayed during the game. Educationally, this is one of the closest competitors.

 

Gold Rush (Sierra): Jerrod Wilson, a newspaper editor living in Brooklyn Heights, New York, receives a letter in 1848 from his long lost brother, Jake, which confirms that gold has indeed been found in the West. Jerrod decides to go to California to seek his fortune. All of the reviews of the game say that the information is historically accurate and educationally sound. Since its release in 1988, it has not been updated, so the graphics are fairly simplistic compared to the complexity of the Second Life platform. There are real challenges, though not in a highly interactive format, do provide real learning experiences related to the topic. //www.adventuregamers.com/article/id,524

Cariboo Gold Rush (BC Heritage): Cariboo Gold Rush is an online adventure game. While the information is highly educational and historically correct, the game itself is a 2-D environment that doesn't hold much interest compared with the Second Life environment. It does present a series of challenges in which players make decisions that affect the outcome of the play. However, they are screen shots that move the players along with each decision rather than an actual "video game" type of situation. Although it does cover many similar Gold Rush scenarios and issues, it is based on the Canadian Gold Rush rather than the California Gold Rush. Similar to the Gold Rush game developed here, Cariboo places risks in the path of the players. They are forced to make decisions that affect play.

 

 

Motivational Issues

Gold Rush is an interactive historical simulation offering multiple levels of motivation appealing to individual learners. Taking into account documented gender and personality motivational differences, this game draws heavily on Malone & Lepper's key motivational concepts of challenge, curiosity, and fantasy. In addition, both cooperation and competition are used in task completion and goal attainment.

An age-appropriate level of challenge has been designed for players as they role-play different typical characters present during the California Gold Rush of 1849. An end goal is immediately introduced, with proximal goals presented and completed during each play session, thereby providing frequent performance feedback. Hidden, helpful information in the form of informative objects and signs is present in many forms throughout the game to reinforce and reward player curiosity and initiative. Player interest is sustained as the final outcome is uncertain until the end of the final session.

Gold Rush has been designed in Second Life, allowing for an empowering learning environment, rich in sensory stimuli and dependent of the responses of the players; both important aspects of sensory curiosity. Task and goal completion are completely dependent on player interaction with the environment and in social interactions with other players.

Finally, this simulation uses a fantasy environment that draws the player in on several levels. Students are able to identify with a virtual physical environment familiar to them from their studies of the California Gold Rush. They are also able to draw on previous experience with video or computer game environments in general. These cognitive aspects of fantasy allow them to pair their past experiences with new knowledge they gain during game play. Perhaps even more powerful are the emotional aspects of fantasy present in the game. Upon first log-in, players are given characters to assume. Based on actual personalities and personality types common in the Gold Rush, these characters come with back stories, occupations, and in many cases, motivations with which the player can identify. Through these characters, individual players vicariously experience the types of fortune or misfortune common in that historical environment.

Although players are assigned specific characters, major tasks are completed as mining teams. These endogenously cooperative situations take place both on a continuing basis throughout the course of the game, and on a smaller scale during each session. At the end of the final session, all mining camps (teams) come together in a last mining camp celebration which culminates in public recognition of the winning team.

 

Design Process

We were both part of a team that had just finished designing a board game about the California Gold Rush experience. As we discussed possible subjects for our e-game, we were both intrigued with investigating whether we could take the board game simulation ideas we had and translate them into a Second Life environment. We recognized that the travel aspect was beyond the scope of one simulation and chose to focus our design on the actual Gold Field experience of most prospectors.

Using the structure of play from our board game, we began to examine each element for suitability in the new environment. We began with the idea of students playing as individual miners. As we considered this, we found a similar simulation idea where players were assigned to mining companies or camps. We both felt this more accurately reflected the nature of the prospecting experience and capitalized on the interactive social nature of Second Life. We also realized that the synchronous play of the simulation required additional tasks or activities to occupy the players between major game events.

At this point, we both continued to identify additional key URL resources and collaborate frequently through email and phone calls. Robin began to research and design specific tasks representative of the 49er experience. Cathy began to research and develop in-game objects, environments and scripted items that would implement those task ideas. We also researched similar games and web-based simulations designed for a fourth grade audience.

As our design progressed, we received feedback from a number of sources. Our classmates and instructor reviewed our design and offered helpful suggestions. As a result, we rethought our idea of having students have their mining team meetings in-game. Instead, we redesigned our tasks so that they received information on the next session at the end of a session. In this way, players could discuss in class their strategies for the upcoming session, thereby maximizing their computer time. We also solicited feedback within the Second Life environment. Using educational contacts made through the group "Real Life Education in Second Life", we presented our design and development ideas to a few instructional designers for their opinions. One Second Life player, an instructional designer from Australia, verified that our idea of a modified Money Tree to approximate the random finding of gold in a specified area, should work in theory. In addition, we contacted several builders within Second Life who were happy to donate historically accurate objects they had made. Finally, within Second life, we scouted environments and resources, built and photographed a prototype general store and mining camp.

We were constrained from actually play-testing our game for two major reasons. One, the creator of the Money Tree script, which we had hoped to modify, was currently taking some time away from the game and unable to give us modify permission. Two, our game was designed for nine and ten-year-olds; an age group currently not supported by Linden Labs, creators of Second Life. Linden Labs has recently developed a Teen Grid for players age 13-17. In the not-to-distant future, we wonder if an educational simulation interface very similar to Second Life might be available for younger players.

Because we had worked together on a previous projects, our communication and division of labor went smoothly. Our reflections centered mainly around both the Second Life environment and culture. We were both impressed by the content creation capabilities offered in Second Life. Within a short period of time, we were able to either create, modify or buy items we needed to prototype our ideas. We were also impressed by the generosity of players willing to help out "grad students doing a project." In general, people were eager to offer objects, assistance and point the way towards everything we needed. At the same time, we both faced a sharp learning curve to sufficiently master enough skill within the Second Life environment to complete our tasks. Cathy's willingness to buy land on which to build greatly helped us develop our resources.
We found during this design that we worked best through frequent phone conversations as a way to clarify and crystallize ideas and concepts. As distance students, we were both used to emailing documents. However, in this case, actually talking through the documents and ideas worked most efficiently and led to more interactive brainstorming. We also capitalized on our strengths as we divided tasks for completion. We benefited from meeting as our avatars in-game and together, exploring some of the resources available to us. Finally, we took advantage of the unique social culture of Second Life in making helpful relationships.

 

References

Electronic

Special Thanks

  • Dave Talamasca for creating the gold rocker and mining tools
  • Ryan Linden for providing the "Coleman" tent that was modified to miner's cabin/general store
  • Squagmire Stravinsky for the SL guidance based on Real World experience and for answering questions concerning the viability of certain concept implementation ideas within the SL environment

Return to the Final Project Table of Contents.

Last updated December 19, 2005