The Blood Typing Game

General Information

1.     Background Information

Of the games I played this past week, I have chosen The Blood-Typing Game to present and analyze.  It was produced by Lina Goranson, Mirek Labedski, and Karin Svanholm at Nobel Media AB, in Stockholm, Sweden and presented on the official website of the Nobel Prize.  The purpose of this game is to teach the player the different human blood types that exist, some basic information concerning them (such as how rare or common they are), and which blood types can be used during transfusions when an exact match is unavailable.

2.     Play Features

At the outset, the player is presented with an injured patient(s).  The player must draw blood from the patient and insert it into three solution-filled test tubes that test for types A, B, and Rh+.  From the reactions inside the test tubes, the player must determine whether the patient’s blood is type A+/-, B+/-, AB+/-, or O+/-.  The player is then told how many bags of blood the patient needs, and must then select from the bags of different blood types available, knowing which types can safely be substituted when there are not enough bags of the exact match.

3.     Representation

The game presents a representation of a patient lying on a gurney along with a brief description of the accident that has befallen him.  The player must click and drag a hypodermic needle to the patient’s arm and draw some blood.  The needle must then be dragged to each of three test tubes (labeled A, B, and Rh), in which a portion of the blood is deposited.  Depending on the reactions inside of the test tubes, the player must first choose whether the patient’s blood type is A, B, AB, or O, and then whether the blood is Rh+ or Rh-.  With each choice made, a blood splotch appears bearing either the words “You’re bloody right” or “You’re bloody wrong”.  The patient is then hooked up to an IV apparatus and the player is told how many blood bags are required.  He or she must choose from a variety of labeled bags at the bottom of the screen and drag them one-by-one to the IV apparatus.  If an incorrect choice is made, the patient lets out a scream.  When the required number of safe blood bags has been given to the patient, he or she energetically exclaims “Yes!!”  The player may then stop or request another “mission”.

Analysis

1.     Learner’s Styles & Teaching/Learning Objectives

The class in which I would use The Blood Typing Game would be a middle school science class.  The strength of the game is its simplicity, both in the design of the game and in the information and skills that it hopes to teach.  I therefore think it would be a good fit for younger students.  Given the diversity of students found in a typical middle school class, it is difficult to describe them as having a particular learning style.  However, I think the game is well designed for those who engage in a converging style of learning, as discussed by Kolb, where doing and thinking are most utilized (more of the former than the latter performed in this game).  The game seems aimed at those pragmatic learners who learn through concrete experience. 

The objectives that I would set for the class are that they learn the different human blood types, some basic facts concerning each, and which blood types can be used during transfusions when an exact match is unavailable.  My rationale for choosing these objectives is simple—this is really all that the game is designed for.

2.     Game Components

The five game components that I included in last week’s essay were the following: it is played for enjoyment, is freely chosen, involves competition (closely associated with a goal), has a set of rules, and makes up a closed system.  The first two components are fairly weak when using this game as a classroom instructional activity.  The problem I have each week when discussing the components of a game is the fact that freely choosing to play is, for me, a key component, yet virtually absent when a student is forced to play.  Yet, as I stated in the past, most students would probably choose to play an instructional game in class over most other activities.  Being forced to play also makes the component that one plays for enjoyment a weak one.  The other three components in this game are fairly strong.  The competition, or obstacles to overcome, is found in the need to learn to interpret correctly the reactions in the test tubes, learn the different blood types, and know which blood types can be used in transfusions when an exact match is unavailable.  There is clear set of rules that must be followed (here, a set of procedures that must be completed successfully) in order to successfully complete the mission (saving the patient).  Finally, The Blood Typing Game clearly makes up a closed system apart from reality (no actual person dies when given the wrong blood type).

3.     Application

In using this game in a middle school science classroom, it would be extremely important to realize the strengths and weaknesses of this game.  One might think the weakness of the game is the limited amount of information that the player is expected to learn.  But this can also be its strength if used properly.  It would be a mistake to try to build an entire lesson around it.  After a fairly short period, the kids would most likely master the game and then find the repetition boring.  However, Blood Typing, as it is, offers the students a short instructional diversion from the teacher’s other routine activities.  It requires very little introduction, the rules are simple and easy to follow, and the game need only be played until the information is mastered.  Relatively little time should be needed as the game is well designed to enable the student to attain the few learning objectives that it does possess, and in an enjoyable and stress-free manner as well.  This game is best played by individual students, but could also be played in pairs, which would allow the students to help each other understand why certain choices “deteriorate” the patient’s health or are “bloody wrong”.  The game would fit in well with a lesson on the circulatory system or on basic human anatomy.

I think the reason I liked Blood Typing is because it somewhat opened my eyes to the different instructional roles that games can play.  I had thought of a “good” game as one that was generally technically advanced, possessed lots of interaction, provided copious amounts of information, and was realistic in appearance.  All of this is great, but most likely requires a sizable chunk of class time.  This game, on the other hand, is good because of its simplicity and its limited aspirations.  It seeks to impart a little knowledge about human blood.  It does this well and in little time, leaving the rest of the period for the teacher to use as she sees fit.