EDIT 680

Exercise C
Ashley Martin
Exercise C: Analyzing a Game for Learning
The game I chose to analyze is Math vs. Zombies. This is an app that can be
downloaded onto an iPad, iPod, or Android device and helps students practice basic math
concepts. Some concepts incorporated in Math vs. Zombies are place value, comparing
numbers, and practicing the four math operations of addition, subtraction, multiplication, and
division. The game is set up for one player at a time, but is very engaging. My students have
played this game before on my iPad and have enjoyed it immensely as well as gained knowledge
of important math skills.
The structure of the game is set up into four worlds based on the math skill being
reviewed. For example, the addition world is called, Dark City: The Addition of Evil. There
are a total of twenty-eight levels in the game. Each world has three difficulty levels: easy,
medium, and hard. Based on The Gamification of Learning and Instruction, this allows
students to reinforce and build concepts one level at a time. (Kapp, page 37) Each level has a
specific setting characterized by the world name. The Dark City, for example, takes place on a
dark city street. Each world also has different challenges. Some worlds are set up with a
platform viewpoint, like in Gamestar Mechanic. The operations worlds have a viewpoint from
the outside looking in. The avatars hands are at the bottom of the screen, so it appears that the
player is actually the avatar.
The navigation buttons are user friendly. Students have the ability to pause the level they
are currently playing or return to the home screen if they wish to choose another world or level
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that has been previously played. The setting and music allow the player to feel like they are in
the game itself. The avatars are cartoon zombies and cartoon children. The music has an eerie
quality with spooky noises while playing the levels and scream sound effects when entering and
exiting the home screen. The backgrounds are imaginative and provide the player with a fantasy
like quality. It does not incorporate the heros journey as stated in The Gamification of
Learning and Instruction. (Kapp, page 43) There is no revelation or transformation within
the main character. However, it does allow the player to feel like he or she is actually in the game
during the operations worlds.
The rewards system is based on accuracy of the math skill being learned. During the
number comparison levels, the players must answer the comparison of two numbers correctly.
Each time the player answers correctly, a point is awarded to their side. If the player answers
incorrectly, the zombie opponent receives a point. For the operations worlds, the player is
battling zombies. The object of these worlds is to answer a math fact question correctly in order
to change the zombie back into a child by zapping the zombie with electricity. If the player
answers incorrectly, he or she can answer again. If the player does not answer correctly before
the zombie reaches him or her, the player loses health points. I believe this reward and goal
structure allows the player to build both extrinsic and intrinsic motivation while playing. (Kapp,
pages 52-53) Players are extrinsically motivated to gain points and intrinsically motivated to not
lose their health and have to restart the level.
Rules are given at the beginning of each level. Players also have the ability to review the
game rules and tips by clicking on a question mark help button during game play of certain
levels. This allows players to know the expectations of the game. It provides motivation to reach
the end goal, which is to defeat the zombies by practicing important math facts at the same time.

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After a player defeats a level, he or she is moved up to the next level. At the end of the easy
group of levels in the operations worlds, the player must face a more challenging zombie in order
to move onto the medium level. This is the same for the player to move from medium levels
to hard levels.
As the player defeats each level, the skill increases in difficulty. The easy levels of the
operation worlds start off with basic math facts. For example, the addition world, Dark City
will begin with one digit plus one digit facts. The more levels that are conquered, the more
challenging the addition problem, such as twenty-three plus forty-one. Starting off with basic
skills allows players to build their skills for use in later levels, as stated in Jim Gees Incremental
Principle of 36 Learning Principles. (What Video Games Have to Teach Us about Learning
and Literacy) The game also allows for replayability for players. (Kapp, page 157) Students
can choose the same levels for extra practice if needed.
The time frame that is given in each level varies. In the operations worlds, the player
starts off with one zombie at a time (one math fact question at a time), then the opponent number
slowly increases with level difficulty. For myself, the easier levels became a bit tedious at times.
Waiting for the next zombie to arrive left me feeling less engaged. Once I reached the more
challenging levels and the pace quickened, I felt more of the game flow while playing. (Kapp,
page 71-72) For a student reviewing or just learning basic math concepts, I do not believe this
would have the same effect. I believe it would give them the time that was needed to think about
the problem and respond.
This game provided educational opportunities by engaging students through the use of
game play, as well as provides practice in essential math related skills. Students who might not
find practicing addition or multiplication facts exciting will become extrinsically motivated by
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trying to defeat zombies. The better they become at their math facts, the better they will perform
in the game. Math vs. Zombies delivers the learning goals through declarative knowledge.
(Kapp, page 167) Students are learning important math procedures through repetition and
replayability.
The only downside is that the game is not available for free. There are only certain levels
that are free. In order to play the remaining levels, an upgrade fee must be paid. In my classroom
it is only accessibly on my iPad. I use it as a behavior incentive for students to choose for extra
game time or as an opportunity to practice math facts during small group work station time.
The variety of math practice Math vs. Zombies provides is very valuable to an
elementary classroom setting. Students must have a foundation in basic math concepts and facts
in order to move on to more advanced math. Providing an opportunity for students to learn
through game play is beneficial to the learning environment I try to create in my classroom. In
third grade, students begin learning multiplication and division facts in order to prepare them for
fourth grade math the following year. This is learning goal that students work on throughout the
entire year. The repetition of math fact practice can be boring at times. Math vs. Zombies
provides an entertaining method of practice that students will want to play again and again.
The game also provides reports for the students and teacher. It shows the percentage of
completion for each world along with the state standard that each world addresses. This is an
important resource for me to use when keeping running records of my students progress. Again,
the downfall is that every student would need a device with this app installed for me to monitor
their progress effectively.

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In order for this game to be integrated into the classroom, it would need to be something
that all students would have access to. Students could share their results in the various worlds of
play within the game. I could create a classroom scoring chart or leaderboard either in the
classroom or on our class website where students could post about their successes and failures
while playing Math vs. Zombies. Students could discuss any strategies they uncovered while
playing the game that would be helpful to their classmates. While this game does not provide
interaction among other players in the game itself, students could still have discussions about
their progress and what challenges they faced throughout each level. This game is based mostly
on the killer type of player (Kapp, pages 135-137). However, outside of the game, students
could become socializers by sharing strategies and tips.
I have implemented this game during my math portion of the day. Each day, we have a
focus math block of time to review learned math skills and practices. Students are given the
opportunity to review basic math facts independently during this time. Math vs. Zombies is
one of the students favorite methods of math fact practice delivery. This game helps to keep
students engaged throughout math fact practice time. They are repeatedly challenged to defeat
the zombies in each level and even try to beat their previous scores. Again, the challenge as a
teacher is in keeping track of individual student performance when all students playing this game
on my iPad. I have not tried having students discuss their playing results as of yet, but I believe it
would be a great opportunity for collaboration of game strategies and math problem solving.
Overall, Math vs. Zombies is a fun and engaging game that benefits student growth in
basic math concepts. It allows students to replay levels for more practice in addition, subtraction,
multiplication, and division while trying to defeat packs of zombies. It has features that keep
player interest throughout the game. The elements of background and music are spooky but not
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too scary for students in elementary school. Some components could be improved, such as
having multiple players or providing access to more devices without upgrade fees. However, for
a game that can be easily incorporated into everyday math time, Math vs. Zombies is a reliable
choice to help student reach their learning goals in math.

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