WHAT IS A GAMESCAPE GameScapes combine visual storytelling with game-based learning elements to stimulate curiosity and introduce course content in a way that helps you connect key concepts to the real world. At the foundation of this approach is the use of highly authentic, photorealistic environments brought to life with an interactive technology overlay and an embedded “natural assessment” infrastructure. The Critical Thinking GameScape includes five modules that take roughly 30-40 minutes to complete. Available via a web browser, you can access these modules anytime, anywhere and can replay them multiple times in order to improve your score.

MODULE 1 – Critical Thinking: It’s How (Not What) You Think MODULE 2 – Identify and Overcome Barriers to Critical Thinking MODULE 5 – How Far Have You Come and What’s Next? MODULE 4 – Critical Thinking to the Rescue in Everyday Life MODULE 3 – Information and Its Source: Embrace or Reject?

MODULE 1 Critical Thinking: It’s How (Not What) You Think Be Honest: How Well do You Think Critically? LEARNING OBJECTIVES 1.1 Define critical thinking 1.2 Distinguish between the content of thought and the process of thinking critically 1.3 Determine which level best represents your critical thinking skills

MODULE 1 Critical Thinking: It’s How (Not What) You Think Be Honest: How Well do You Think Critically? Activity Objective Assessment Type Explore the Critical Thinking Lab Student answers three “surprise questions” while exploring the Critical Thinking Lab. 1.1 Game score Reflection Question “How do you define critical thinking?” Instructor evaluation Interview Homer Student clicks responders to interact with a historical figure to identify the contents / processes of his thinking. 1.2 Interview John Snow Sort the Statements Student sorts statements from historical figures to distinguish thought contents from critical thinking processes. Critical Thinking Evaluator, Part 1 Student selects statements about critical thinking in an interactive self-evaluation exercise. Each statement carries a value that contributes to overall result indicative of the student’s current critical thinking level. 1.3 *Not assessed (evaluation result is reported, but not assessed) “How do you define critical thinking? (Revise your earlier definition for critical thinking based on what you learned from this mission.)”

MODULE 2 Identify and Overcome Barriers to Critical Thinking Know thine “enemy:” What is hindering you from thinking critically? LEARNING OBJECTIVES 2.1 Identify external and internal barriers to critical thinking 2.2 Demonstrate ways to overcome barriers to critical thinking

MODULE 2 Identify and Overcome Barriers to Critical Thinking Know thine “enemy:” What is hindering you from thinking critically? Activity Objective Assessment Type Explore the Critical Thinking Lab Student clicks various hotspots and responders in the Critical Thinking Lab to learn about, and complete definitions for, different types of critical thinking barriers. 2.1 Game score Barrier Identification: 18 year-old Anna Student identifies critical thinking barriers from a short video vignette. Reflection Question “Can you identify influences from your friends that would have affected your attitude and reasons for an error in decision-making?” Instructor evaluation Barrier Identification: 30 year-old Anna “Can you identify influences from a teacher or mentor that affected your attitude or reasons for an important decision in your life? Positive or negative?” Barrier Identification: 60 year-old Anna Barrier Quiz Student identifies critical thinking barriers that were not demonstrated by the video vignettes. Do Over Game Student plays a “card game” to identify and apply various strategies to counteract critical thinking barriers witnessed in the life of a character. 2.2

MODULE 3 Information and Its Source: Embrace or Reject? Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying? LEARNING OBJECTIVES 3.1 Determine what information is needed when formulating opinions 3.2 Analyze the reliability of messages and the credibility of messengers 3.3 Substantiate points of view on issues and problems

Information and Its Source: Embrace or Reject? Instructor evaluation MODULE 3 Information and Its Source: Embrace or Reject? Fact versus fiction: Who’s telling the truth and who’s stretching it or actually lying? Activity Objective Assessment Type Fix Y’s Research Notes Student completes a few fill-in-the-blank statements about evaluating information. 3.1 Game score Double-talk Goggles: Security Salesman Student evaluates credibility of a few simple statements by analyzing onscreen information. 3.2 Double-talk Goggles: Congressman’s Proposal Student evaluates credibility of a series of more nuanced statements by analyzing onscreen information. Substantiate Your Point of View Student selects valid criteria for substantiating conclusions from a list onscreen and also rates various statements to weigh their importance in evaluating a fictional proposal. 3.3 Reflection Question “Based on what you have learned about the credibility of messengers and the reliability of messages, how will these new skills impact the way that you consume information going forward?” Instructor evaluation “What would you do differently if you had a real pair of “Double-talk Goggles”?”

MODULE 4 Critical Thinking to the Rescue in Everyday Life Put learning to the test: Time to solve problems and make decisions LEARNING OBJECTIVES 4.1 Identify alternatives when it comes to solving problems and making decisions 4.2 Compare the advantages and disadvantages of the alternatives 4.3 Select the best option based on your analysis 4.4 Evaluate how solutions and decisions can be improved

MODULE 4 Critical Thinking to the Rescue in Everyday Life Put learning to the test: Time to solve problems and make decisions Activity Objective Assessment Type Explore the Critical Thinking Lab Student clicks various hotspots and responders in the Critical Thinking Lab to learn about, and describe, the steps of the problem-solving process. 4.1 Game score Organize the Problem-Solving Steps Student organizes the problem-solving steps into the correct sequence. Plot the Matrix Student selects items for a Passion/Skills matrix based on information about a fictional character. Emily’s Path Game Student plays a “card game” to identify and apply the five steps of the problem-solving process. 4.1, 4.2 4.3, 4.4 Reflection Question “After thinking critically about Emily’s career problem and feasible alternatives, do you feel good about the decisions you recommended that she make? Why?” 4.4 Instructor evaluation “Looking toward the future, what action plans does Emily need to create and execute to continue the positive solutions you have both chosen?” “How will you apply this decision-making process to your own career plans? Which step do you most need to work on the most?”

MODULE 5 How Far Have You Come and What’s Next? It’s only the beginning, the sky’s the limit, and there’s no turning back now LEARNING OBJECTIVES 5.1 Reflect on lessons learned and how they can be applied to your everyday life 5.2 Develop a strategy to use critical thinking in the future 5.3 Determine which level best represents your critical thinking skills

MODULE 5 How Far Have You Come and What’s Next? It’s only the beginning, the sky’s the limit, and there’s no turning back now Activity Objective Assessment Type Explore the Critical Thinking Lab Student answers two “surprise questions” while exploring the Critical Thinking Lab. 5.1 Game score Mission-Readiness Test Student sorts a series of statements to demonstrate understanding of key critical thinking concepts. Interview Future Dr. X Student clicks responders to interact with future Dr. X and reveal a key critical thinking strategy. 5.2 Critical Thinking Evaluator, Part 2 Student selects applicable statements about critical thinking in an interactive self-evaluation exercise. Each statement carries a value that contributes to an overall result indicative of the student’s current critical thinking level. Student can compare new evaluation result with original result from module 1. 5.3 *Not assessed (evaluation result is reported, but not assessed) Reflection Question “What aspect of critical thinking was the most challenging for you? Why?” Instructor evaluation “Would you change your definition of critical thinking – given all that you’ve learned through working with Dr. X? (Write your updated personal definition below your previous responses.)”

FEATURES BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES BRAIN PUZZLE - At the outset of each episode, learners must decode a brain puzzle in order to access the Critical Thinking Lab.

FEATURES BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES CRITICAL THINKING LAB – The Critical Thinking Lab provides vital resources and information for your journeys. The lab looks like a museum of great thinkers from history. By clicking on objects within the lab, you can learn more about these figures and about critical thinking in general.

FEATURES BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES TIME MACHINE – Learners will use a Time Machine to visit different time periods.

FEATURES Responder BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES RESPONDERS - Responders are interactive elements that allow learners to “speak” to GameScape characters and answer questions. Responder

FEATURES BRAIN PUZZLE LAB TIME MACHINE RESPONDERS RESOURCES RESOURCES – Within the Thought Journal, there is a “Resources” section with Digital Learning Objects (DLOs) containing instructional text and graphics. The Instructor Score Report tracks whether learners take the time and initiative to review all of the optional resources.

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT INTERACTIVES – Interactives are short exercises that test learner knowledge. They come in a variety of forms and contribute to the game score.

ASSESSMENTS Thought Meter INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT THOUGHT METER - The Thought Meter is a dynamic graphic that provides a real-time indication of the learner’s critical thinking performance . Thought Meter

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT REFLECTIONS - At various times within each episode, learners are asked to respond to short reflection questions. At the end of the module, these will be saved to a PDF and sent to the instructor for grading.

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT PERFORMANCE SUMMARY - At the end of the game, the Performance Summary provides learners immediate feedback on their performance across a range of activities. Badges are awarded for activities such as opening the Brain Puzzle on the first attempt, reviewing all of the optional learning Resources etc.

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT INSTRUCTOR REPORT - After reviewing the Performance Summary, learners will save their responses as a PDF and send this to their instructor. Student Name Performance Summary Badge Earned Reflection Questions

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor. Activity Breakdown Learning Objects Viewed

ASSESSMENTS INTERACTIVES THOUGHT METER REFLECTIONS PERFORMANCE SUMMARY INSTRUCTOR REPORT INSTRUCTOR REPORT (Continued) - After reviewing the Performance Summary, learners will save their responses to a PDF and send this to their instructor.

MENU FUNCTIONS CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP Volume Replay Hide Control Settings Play/Pause Closed Captioning Notepad Help Allows learner to hide the Control Panel Restarts the current scene

MENU FUNCTIONS CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP SETTINGS - Allows learners to customize their settings.

CLOSED CAPTIONING - Toggles Closed Captioning on and off. MENU FUNCTIONS CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP CLOSED CAPTIONING - Toggles Closed Captioning on and off.

MENU FUNCTIONS Notes Key Take-aways Transcripts CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP Notes Allows learners to type their own notes. Key Take-aways Automatically provides learners with key concepts. Print Notes Font Size Transcripts Provides learners with a transcript based on the choices they make.

HELP - Answers to questions about technical specifications & features. MENU FUNCTIONS CONTROL PANEL SETTINGS CLOSED CAPTIONING NOTEPAD HELP HELP - Answers to questions about technical specifications & features.

Toolwire Learner Advocacy Team: Phone: 925.227.8500 x202 INSTRUCTOR & LEARNER SUPPORT - As your learning partner, we look forward to supporting you every step of the way as you introduce this exciting learning tool into your course. We suggest that instructors include the support information below in their course syllabi. Toolwire Learner Advocacy Team: Phone: 925.227.8500 x202 Email: facultyconcierge@toolwire.com Twitter: @toolwirehelps Concierge Service available 24/7/365 All calls & emails are promptly answered at any hour, any day, any month, all year long!