Playstation



[|Buzz Titles]

The level of customization goes even further with the new option to build your own game by selecting your favorite round types and quizzes. And with more than 5,000 new questions and the addition of several new round types—including “Over the Edge,” which involves a pit of goo awaiting those who answer questions incorrectly—your BUZZ! games have just gotten that much more fun!
 * Buzz Quiz World for PS3**

BUZZ! Quiz World also reintroduces MyBUZZ user-generated quizzes meaning your question bank is still virtually limitless. And the online multiplayer “Sofa vs. Sofa” mode has been expanded to eight players.

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[|Little Big Planet @ McGuire College]
May 17, 2010 by [|slav]

Award winning teacher Adrian Camm has been using the Playstation 3 video game Little Big Planet with his classes at McGuire College as a learning tool. Adrian explains:

The aim of this particular project is to engage year 7 and 9 students in game-based learning using the Playstation 3’s multiplayer functionality and the game Little Big Planet. Not only to students have to communicate and collaborate to solve problems within the game, but it then allows for students to be level designers and developers. The game includes an accurate physics engine that allows for exploration of a host of physical and mathematical concepts such as force, momentum, gravity, drift, scale and radius, to name a few. This initiative covers many other VELS domains and includes scope for cross-curricular opportunities in science, technology, engineering and mathematics. The project is only really just starting but we envision that students will initially participate in multiplayer game play and then will develop game levels that reinforce or perhaps even expose them to science, technology, engineering and mathematics concepts. Students will learn about scientific concepts by exploration, will be engaged in self-directed, non-linear learning and contribute to a vibrant community of Little Big Planet developers and enthusiasts. Other classroom content would encompass game design principles, game play, debriefing to talk about application of game design principles to current levels etc. It is proposed that this method of teaching science concepts (having the student at the centre) will lead to improved learning outcomes as opposed to the traditional textbook approach. In addition to measuring changes in skill at level design and changes in knowledge of scientific concepts, the evaluation of the project will investigate attitudes and perceptions of using game-based learning in the classroom from a student, parent and teacher perspective.