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Epistemic game

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Veronika Mojzes

on 1 July 2014

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Transcript of Epistemic game

About the game
Game Plague as Introduction > getting attention/rise interest
Explain the game
Play at least 2 games in Plague with a partner to find out the most useful strategies in the game
Epistemic game
Plague inc.

Sarah Schuh, Julia Gahr & Veronika Mojzes
How to use Plague in the geography classroom:
students are made aware of what can influence the spread of an illness
Disease-promoting factors
hot and moist climate
insufficient hygene

Disease prevention
medical facilities
clean drinking water

Best location for seat of disease
crowded places
good infrastructure for dissemination

Institutions and organizations involved in fighting the disease

most vulnerable countries?

Making mind maps
Interpreting maps
Find the most deadly diseases in history!
Which of them would be best for winning the virtual game plague and why?
Note down the details of the disease:
When and where?
How many relative and absolute deaths?
How many countries affected?
Mark most vulnerable countries and least vulnerable countries according to the Game Plague!
How to use Plague in the English classroom:
positive and negative aspects
Why are some countries easier to infect than others? (lack of hygiene, etc.)
What helps a virus to spread quickly? (harbour, airport, a lot of people,...)
ways of infection: contaminated water, air, animals, etc.
Well...the game's goal is to exterminate the civilization of the world.
Appropriate for school?
It's not free!
Students would have to buy it.
The game provides various topics that could be dealt with in class.
-> microbiology
What exactly is a virus in contrast to a bacterium?
How do they differ from each other?
How does viral reproduction work?
How are vaccines produced?

-> genetics
What are genes?
How can they affect the strength of a virus?
How can viruses develop? What are mutations?
antibiotic resistance
working with maps
analyzing charts

What climatic zones are there?

-> politics, economy
What measures can be taken by countries to prevent the virus from spreading?
Comparison of different health care systems.
population density

pretty realistic
The CDC (Centers for disease control and prevention) was fond of the the game and therefore invited James Vaughan to find out more about it.
see http://blogs.cdc.gov/publichealthmatters/2013/04/plague-inc/#postcomment
costs 0,99 €

Epistemic frames for epistemic games
by David W. Shaffer
Concept of transfer
experiences students make in interactive learning environments apparently help them to deal with situations in real life
Concept of epistemic frames
ways of
- seeing the world,
- thinking or
- knowing
related to a particular situation
Concept of epistemic games
realistic simulation of a situation where the pupils are supposed to take on another point of view/epistemic frame
At the beginning of the game we find a world map, here we have to choose in which country we want to start our disease and infect the first person. But before our bacterium is able to do something we have to collect DNA-balls; these need to be invested for “talents”, meaning to decide about transfer of the bacterium (for instance by birds or blood) or symptoms of the disease (skin rash, insomnia,…).
The monitor shows all important data of the disease.
The game provides a lot of different agents as fungi, viruses or bacteria.

During the game we have no more control about the “talents”, so we cannot deliberately infect individual countries. Instead, we have to distribute the limited DNA points very carefully. Insect bites in hot, humid areas as South America, for example, trigger an epidemic easily
However, the human population does not give up without resistance; they work on an antitoxin. In order to slow down the process, we can unlock talents or give away emerging research bubbles.
When we reach a worldwide pandemic, we can decide about deadly symptoms like cerebral hemorrhage or tumours.
Should we actually wipe out the human race, we win and get new bonuses as additional DNA points and new agents such as viruses or fungi, which have different characteristics and require different tactics.
What does the map show?
What colors are used and why?
Can you identify any recurring patterns in relation to the game Plague?
Who has published this map and why?
What is the difference between this map and the previous one?
Why have the colors changed?
Which data is not available and what could be reasons for it?
What are the parallels between the content of this map and the game Plague?
In which climate zone are the different countries?
What is the GDP of those countries?
What kind of government system do these countries have?
In the
first lesson
playing the
game plague
in English language as introduction to new topic. Thereby they learn new vocabulary which is used in the game.
In the
second lesson
, discussion of the game: What they liked/don't like about it..
Third lesson
: reading the
newspaper article
"Football fans warned about dengue fever risk..."
discussing language of newspaper articles; noting down new vocabulary and useful phrases
Fourth lesson
: making a
role play
to show different interests of the involved parties (WHO, FIFA, governments, local people in Brasil, fans, media, etc); using new vocabulary from game Plague and newspaper
a formal action plan, protocol of meeting, interview or a
TV report
Full transcript