This new unit has me thinking of things other than writing and reading that can take on meaning in specific instances, such as images, pictures, symbols, movements, and graphs. James Paul Gee refers to these things of meaning as semiotic domains. What is interesting is that these things can mean something completely different, or have no meaning at all, when out of the context, culture, or situation in which they are specifically being used. Individuals have a sense of acceptable content of meaning or communicating within specific contexts, which Gee refers to as internal grammar. For example, a veterinary nurse would recognize a dog’s temperature of 102.5°F as normal, while a registered nurse would consider that temperature as elevated for a human. A semiotic domain and its internal grammar can be most appreciated by individuals recognizing these things of meaning in that specific context. Gee defines these affinity groups or individuals engaged in this content as external grammar (Gee, 2003).
I’ve been exploring the world of digital games and how they can be used as learning tools and assessments for my students. Semiotic domain, internal grammar, and external grammar can all be related to types of games. Since I’ve been looking closely at digital technologies I’ve considered these terms and created my own online game. One other term worth defining and considering is procedural rhetoric. This term, defined by Ian Bogost, can be said to stand for how the game views the way in which the world works. Game choices, consequences, and rules can help sharpen the game’s view of the world (Bogost, 2007).
And so I’ve been thinking of the semiotic domains often used in my professional career. I’ve been focusing on the semiotic domain symbols, images, and abbreviations used in a patient’s dental medical chart and patient vitals displayed on anesthetic monitoring devices. Images might include dental radiographs while medical charting abbreviations could include GH (gingival hyperplasia), GR (gingival recession), RP (retained primary), degree of calculus (C/S, C/M, C/H), and degree of gingivitis (I, II, III). Vitals could include normal temperature, pulse, respiration, SpO2, and EtCO2.
I’ve created an online game, Max Gets a Dental (below), using Twine where students follow along to the story of a geriatric dog who undergoes a dental cleaning. Students will click through the story, selecting options that determine the path and outcome of his story. Using their internal grammar, students will recognize dental abnormalities and proper corresponding dental notations as well as normal and abnormal vitals. These students, who are scientists and taking the course Dentistry for Veterinary Nurses, are the external grammar of this semiotic domain. The interactive story of the geriatric dog is very realistic, creating a nonfictional scenario. While interactive, I believe this plausible story will benefit student learning because it will illustrate true choices and consequences, which could include the death of a patient.
As a formative assessment tool, students will need to retrieve knowledge learned both in their dentistry course as well as others to make appropriate decisions during this game, enforcing content transfer. The game will also help illustrate potential case-based scenarios that they might face once becoming veterinary nurses. The game will provide a type of immediate feedback based on their actions, identifying if the decision was correct or incorrect. When clicking an incorrect answer students are not penalized, but instead taken to a new page where they can learn why a different answer would have been more appropriate. This type of feedback will be more beneficial than providing a brief response without explanation.
I believe this online game, while serving as a unique formative assessment, will also engage students and help strengthen their understanding of dental abnormalities through a different digital technology. Since this will be my first time using Twine, I will request feedback from the students at the completion of the game so I can continue to enhance their learning experience. I look forward to reading what they have to say.
References
Bogost, I. (2007). Persuasive games: The expressive power of videogames. Retrieved from Cambridge, MA: The MIT Press. Retrieved from https://ebookcentral-proquest-com.proxy1.cl.msu.edu/lib/michstate-ebooks/reader.action?docID=308383&ppg=20.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan. Retrieved from https://ebookcentral-proquest-com.proxy1.cl.msu.edu/lib/michstate-ebooks/reader.action?docID=3338706&ppg=14.