Week 7 blog

This is the second time I have evaluated myself from a teaching perspective using the self reflection tool. In week 1 I asserted that this is something that is difficult for me. Additionally, since I am not currently teaching, nor have I taught in brick and mortar since . In week 1, I committed to working on: 1: Views practice within the broader sociological, cultural, historical, and political contexts; 2: Observes self in the process of thinking; and, 3: Suspends judgments to consider all options. These were gleaned from the self reflection survey. I derived these as a means of improving my introspection and self improvement concepts, arguably two things I do not do well with. The first one I felt I improved on largely as a result of the video, The School That Turned Chinese. I found this video fascinating and felt that the concept of culture is the major dividing factor in the video. I made me think more about how to incorporate culture and perspective into teaching methods. The second, introspection, is not as improved upon, largely because I do not do well at this and I am not currently teaching. I have tried to apply this to my current work as an air traffic controller, but the introspection involved in my job is more about means of conducting the job differently in explicit circumstances rather than a holistic but general attitude about change. The third, suspects judgments and consider all options, is something I tend to pride myself already so I feel that while I have no made strides in this, I also have not fallen backwards. I tend to think about all options, the only real constraint being frustration at processes or personal bias in others and my own personal experience as a limiting factor.

As a result of introspection, there were more entries from the self reflection tool of the positive questions in the frequently column and less of the negative questions in the frequently column. Level 3: pedagogical reflection had the most entries in the frequently category. Level 1 was mostly in the infrequently while level 2: Surface Reflection had the most entries in the sometimes category. Most of the improvement is self perceived obviously, but largely the result of a conscious effort to strive for introspection. This is in spite of the passive manner in which the introspection was used because I am not currently teaching. Life, education, and our professional life are all about continuous improvement process. It is a concept of any organizational culture that should be emphasized, but unfortunately it is often ignored, not understood, or lacking because people do not realize it is even a concept that should exist.

Because I am not teaching, I decided to use the video The School That Turned Chinese to fulfill the passive viewing portion of the assignment and multiple intelligences. Although many of the videos in NCU library for teaching methods would suffice, many of them are also videos regarding teaching methods or tutorial type videos. Because the aforementioned video is one of teaching methods in the classroom, and because I enjoyed the video, I decided to use it for the Multiple Intelligences Theory portion of the blog. In the video, English and Chinese teachers quasi-compete in teaching methods to a small collection of students. While the Chinese teachers won the competition, the theory postulated by one of the teachers was that this was more about exposure to the material because of the longer day. The Chinese students did include the students who did better in the class through more homework, but there did not seem to be much variance in their teaching method, which was entirely lecture-centric with some supplemental explanation through the use of a whiteboard. The English teachers utilized project management type learning in a small group environment.

While never actually explicitly stated in the segments that I watched, neither set of teachers seemed to focus on multiple intelligences, more about their ability to get the material taught in the manner that was most comfortable for them. The English students expressed considerably displeasure with the Chinese teachers lecture mode of teaching, in many cases becoming so bored that they completely tuned out, even becoming almost blatantly disrespectful. Interestingly enough, some research has postulated that multiple intelligences do not account for academic performance, aside from education level (Bas, 2016). Another found that 4th grade math students who used math sheets prepared based on multiple intelligences theory based on individual intelligence field did have a positive influence on academic achievement (Inan & Erkus, 2017). The students in the Chinese portion of the class did better based on academic performance than the students taught by the traditional Bohunt faculty. The faculty members, especially the Chinese ones, suggested that this is probably because of increased exposure to the material. I previously asserted this could also be the result of the better performing students getting more practice with more difficult concepts and, therefore, practice. The Chinese faculty gave the better performing students more homework than other students, which could have skewed the average performance statistic further to the right. This does not account for multiple intelligences, unless the sheets are configured such as Inan and Erkus suggest.

Lesson Plan (taken from a class I taught several years ago)

Name: David Bricker Grade Level: Undergrad

Lesson Title: Navigational AIDS in ATC Date Taught: September 2007

Subject: Intro to ATC Length of lesson: 2 hours

Standards

Be able to describe NAVAIDs used in air traffic control

List all of the NAVAIDs used by aircraft, including VOR, TACAN, VOR/DME, VORTAC, NDB, ILS, PAR, ASR, GPS/RNAV/RNP/PBN and ADS-B

Objectives

List all the NAVAIDs above

Be able to list the NAVAIDs by aircraft type

Be able to list the NAVAIDs by type of flight and phase of flight

Be able to identify the NAVAIDs on VFR sectionals and IFR charts

Materials

VFR Sectionals

IFR Charts

PowerPoint Charts

Video showing multiple phases of flight and how procedures are flown

Comment: Uses different manners of learning. For this lesson, simple lectures are not enough as this requires some interactive graphical displays and movies to provide relevance

Divide up into groups and go over the charts together. Interpersonal intelligence (groups) and spatial intelligence)

Possible Questions

What type of NAVAIDs would be used at high altitude?

When would you want to rely on ground based NAVAIDs?

When is satellite navigation an advantage?

Which aircraft use older forms of navigation?

Comment: Not meant to be a simple Q&A. Needs to be class discussion to some extent. Let them ask each other. Challenge each other. Uses elements of interpersonal intelligence.

Beginning of the lesson

Include an explanation of ATC based on previous lessons, then describe how navigation evolved through the arrows into older ground based navigation into satellite navigation

Middle of the lesson

Have them watch the video . Describe the NAVAIDs as you go , with explanations on the PowerPoint about how they work , then pictures of several aircraft and how they navigate.

Comment on video: For those who learn more via visual means. Provides context. In this class, most learn this way and via doing. Lectures tend to not work as well with ATC students. (Some spatial intelligence. Logical-mathematical intelligence via the use of charts and NAVAIDS symbols.

Comment on second sentence: Some explanation required. Intersperses the movie with sectional interaction. Same as above.

Comment on ‘with explanations: Same with this. And here

Comment on ‘then pictures’ Some aircraft use older systems. Differentiate by civilian, airline, military, etc. Provides some additional context. Also gives them reinforcement on aircraft characteristics.Some naturalist intelligence in differentiation, but also logical-mathematical and spatial intelligence. Not coincidentally, these are the primary intelligences used in air traffic control.

Ending of the lesson

Wrap up the lesson with a brief explanation of NAVAIDs and how they fit into the overall NAS. Describe how different phases of flight work together.

References

Bas, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory And Practice, 16(6), 1833-1864.

Inan, C., & Erkus, S. (2017). The effect of mathematical worksheets based on multiple intelligences theory on the academic achievement of the students in the 4th grade primary school. Universal Journal Of Educational Research, 5(8), 1372-1377.

Week 4 Blog

I utilized option 2 as described in the week 4 introduction. The video is The Act Of Teaching, Part I: Theater Techniques For Classrooms And Presentations: Creating Metaphors as a Learning Tool from the Derek Bok Center for Teaching and Learning.

This video is about utilizing metaphors into your classroom setting and incorporating them into other methods of teaching. The video is a teaching scenario in which current educators are being taught education methods for use in their classroom. Metaphors have specific meaning for some students as a teaching aid because of context and relevance to information being taught, particularly if that information is esoteric. Metaphors imply a semantic link through an analogy through high complexity (Meyer, Chalon, & David, 2003).

One type of teaching method that can be used for metaphor methods is realia (Washoe County School District, 2015), in which items in real life can be used for instructional examples. Other types include modeling, role play/simulations/drama, and non linguistic representations (Washoe County School District), 2015). Washoe County also details adapting to learning styles/multiple intelligences. I would suggest that this is actually an adaption concept rather than a teaching method, in that it should drive the teaching method based on perception of the student’s needs.

Realia is a method used to incorporate items from real life into teaching. In the video, we see a teacher use an example of the atmospheric pressure and the room as an example of how it functions. Topics such as vocabulary can enhance learning in a significant difference by using realia (Dodi, 2017). This is something akin to what the video presenter shows, proving context to teach an eclectic topic. The teacher practicing uses the room to describe atmospheric pressure, using it is a metaphor to explain the concept.

Modeling is a similar topic to realia. Modeling is a means of showing students a concept via a variety of means how a certain topic can be explained. Considered an evidence-based strategy, it has been heavily studied (Lynch, McCleary, & Smith, 2018). Elementary school teachers use modeling, class discussions, and scaffolding for argument-based inquiries to science (Choi, Klein, & Hershberger, 2015). While more like realia, modeling can be used in conjunction with realia to reinforce a verbal explanation.

Play/role, simulation, and drama can be used with the use of realia and modeling to create a situation in which students act out a scenario that can be used to teach. The scenario will hopefully teach better than passive methods such as teacher-centric lectures. Students can learn through the simulation through directly involving themselves in the scenario for teaching opportunities. Technology such as virtual reality can be used effectively to create positive learning (Ritz & Buss, 2016). Students appreciate simulation as a means of instruction because it is perceived to be authentic and relevant (Ingram, Jackson, & Association for Educational Communications and Technology, 2004). Saw (2017) suggested that highly complex topics benefit from worked examples in order to help students understand the topic. When the topic is difficult to comprehend, esoteric, or complex, adding context can obviously significantly add student comprehension.

Non-linguistic representations use images, sound, touch and movement instead of words to convey meaning. Lakusta and Landau (2012) argued that non-linguistic representations are described through personal perspective, and often by goals and sources. Lakusta and Landau asserted it is more based on goal bias. What educators need to consider is that describing topics based on their own perspective might not be understood by children who perceive information from their own personal bias. Some information can be taught in a universal manner however. For example José Mario Molina (2013) asserted that storyboards can have an impact on reading comprehension, especially among English language learners. This is particularly relevant for preschool children as language development and the relation between non-linguistic and linguistic representations are particularly important during the rapid development of the formative years (Daum, Mani, & Gampe, 2016). Non-linguistic representations utilize episodic memory, impressing those witnesses these events with rich flexible memory patterns and the ability to tap into this in the future (Jelbert & Clayton, 2017).

Metaphors incorporate these methods and many others. Bateson asserted that human beings think in terms of metaphors and learn through stories (Craig, 2018). Filipczuk (2015) suggested that incorporating metaphors into teaching utilizes cognitive theory. Chen (2003) classified metaphors as art-oriented, business-oriented, science-oriented, power-oriented, and personal dynamics-oriented. Sehrish and Anjum (2017) found that metaphors incorporated into teaching were largely classified as religious obligations, economic activities, nature compatibility, life processes, emotional affiliations, and thought-provoking activities. It is evident that metaphors are an important concept for teachers, relevant at all ages, and can provide additional context and information for education reinforcement.

Chen, D. (2003). A classification system for metaphors about teaching. The Journal of Physical Education, Recreation and Dance. 74(2), 24-31.

Choi, A., Klein, V., & Hershberger, S. (2015). Success, difficulty, and instructional strategy to enact an argument-based inquiry approach: Experiences of elementary teachers. International Journal Of Science & Mathematics Education, 13(5), 991-1011. doi:10.1007/s10763-014-9525-1

Craig, C. J. (2018). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching And Teacher Education, 69, 300-311. doi:10.1016/j.tate.2017.09.011

Daum, M. M., Mani, N., & Gampe, A. (2016). Special Issue on the ‘Interrelations between non-linguistic and linguistic representations of cognition and action in development’. Journal Of Experimental Child Psychology, 151, 1-4. doi:10.1016/j.jecp.2016.06.002

Dodi, I. (2017). Teaching vocabulary by using realia (real-object) media. English Community Journal, 1(1), 41-45

Filipczuk, S. (2015). The cognitive theory of metaphor in a non-academic classroom. Procedia – Social And Behavioral Sciences, 186(The Proceedings of 5th World Conference on Learning, Teaching and Educational Leadership), 186, 955-965. doi:10.1016/j.sbspro.2015.04.202

Ingram, K. W., Jackson, M. K., & Association for Educational Communications and Technology. (2004). Simulations as authentic learning strategies: Bridging the gap between theory and practice in performance technology. Retrieved from https://files.eric.ed.gov/fulltext/ED485146.pdf.

Jelbert, S. A., & Clayton, N. S. (2017). Comparing the non-linguistic hallmarks of episodic memory systems in corvids and children. Current Opinion In Behavioral Sciences, 17(Memory in time and space), 99-106. doi:10.1016/j.cobeha.2017.07.011

José Mario Molina, N. (2013). Storyboards and reading comprehension of literary fiction in english. HOW, 20(1), 149-169.

Lakusta, L., & Landau, B. (2012). Language and memory for motion events: Origins of the asymmetry between source and goal paths. Cognitive Science, 36(3), 517-544. doi:10.1111/j.1551-6709.2011.01220.x

Lynch, Y., McCleary, M., & Smith, M. (2018). Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review. Child Language Teaching And Therapy, 34(1), 23-36.

Meyer, C., Charon, R., & David B. Adaptive hypermedia based on metaphors as an instructional strategy. (2003). Proceedings 3rd IEEE International Conference on Advanced Technologies, Advanced Learning Technologies, 378. doi:10.1109/ICALT.2003.1215132

Ritz, L. T., & Buss, A. R. (2016). A framework for aligning instructional design strategies with affordances of CAVE immersive virtual reality systems. Techtrends: Linking Research And Practice To Improve Learning, 60(6), 549-556.

Saw, K. G. (2017). Cognitive load theory and the use of worked examples as an instructional strategy in physics for distance learners: A preliminary study. Turkish Online Journal Of Distance Education (TOJDE), 18(4), 142-159.

Sehrish, L., & Anjum, N. (2016). Analytical study of teacher educators’ metaphors of teaching. Journal Of Education And Educational Development, 3(1), 30-41. doi:10.22555/joeed.v3i1.710

Washoe County School District. (2015). Instructional strategies list. Retrieved from https://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional%20Strategies%20List%20July%202015.pdf

Week 2 Blog

The video (Teachers TV/UK Department of Education, 2006) shows a teacher who uses a method of teaching to engage student interest. The teacher uses a pretend character to create interest in students, changing the method in which the character interacts with the students every week.

This video got me thinking about how I teach, although all of my teaching experience has been in secondary education, and more than 60% of it within online education. While I generally do not ascribe to the types of theories postulated in the book and tend to think more concretely than the abstract methods implied in the book, the readings made me realize that a cognitive but conscious effort at introspection and internal analysis is important. Yurtseven and Altun (2018) found that teachers who utilized self-reflection and peer-review methods made considerable contributions to their development as professional teachers.

The book is, to me, somewhat abstract. Unfortunately for this type of reading, I am not an abstract person. There was nothing specific in the book that really changed the way I think, but I feel that I adhered to an overall resistance to the types of abstract analysis written about in the book. I tend to think concretely and logically. It is perhaps an ingrained mindset resulting from 25 years of work as an air traffic controller. It could perhaps be ingrained due to personality and learned and subsequently ingrained due to my job. Perhaps the long time but unresolved psychological argument of nurture versus nature applies? The book implies more of an internal introspection in an abstract and personalized manner. I tend to ascribe more to a retroactive analysis of methods based on student understanding and comprehension from a holistic perspective. I guess the intent is more of a conscious focus on the job as a retroactive analysis. I will be more conscious of my teaching methods. This will also enhance my analysis of my full time job as an air traffic controller. Retroactive analysis, introspection, and group discussion of scenarios encountered during the day are core aspects of air traffic control and safety culture and crew resource management, both of which are endemic and necessary for safety. Kow (2018) argued that computers can be an effective and useful tool for examining self-teaching. I would argue that this applies to my current full time job and prospective online learning desires for a second career (and new primary career when I retire from air traffic).

I will admit that I am quite pessimistic about introspection. The consequences of not doing so, however, could be difficult to reconcile. Self-reflection and introspection might have negative connotations for some, especially people like me who tend to embrace logical thinking and reject abstract concepts. Lin, Rattray, and Walker-Greaves (2018) suggested journals and discussions as a means of aiding experience, reflection, and interaction. These methods and introspection might not be as applicable for others. I would argue that the limited time available for introspection after the video (or if I was to view myself within the same day via a recorded video) is insufficient. This should be more of a long term analysis. Short term results could be limited, or robust depending on interest at the outset. For me, I really only considered introspection as a concept. Self perception of the efficacy of the method of teaching is important. As I asserted above, it really is just an attempt to consciously consider methods of teaching and engaging in the job.

How did I feel about this video? Although it was more of a passive interaction and feeling since I was not personally involved in the video, I felt the method of supplementing the teaching method was interesting and creative, especially as it cultivated student interest in learning and increased intrinsic motivation. This is especially important at this age. I felt the children engaged in a positive manner with the teacher. The children obviously enjoyed the engagement and appreciated new ways of interaction. For the teacher it increased intrinsic motivation in the children and improved enjoyment in the children for their education. Obviously at this age this is more possible with this type of interaction. Others would probably feel this is also passive, but the students seems to be especially thrilled with this method. They seemed to enjoy it and look forward to new ways of discovery. Gottfried, Nylund-Gibson, Gottfried, Morovati, and Gonzalez (2017) argued that early intrinsic motivation in children had a significant impact on their future, even extending into adulthood.

I’ve never tried anything like this previously, so it does not apply to my explicit education experience, both through my own education and my teaching experience. It also does not apply with my previous experience as I have not taught at this age level. I have only taught some undergrad in residence and online graduate students. My hope is to go into online teaching as a full time job when I retire from my current job as an FAA air traffic controller. In this, I am perhaps a non traditional student in this degree program.

What would happen if the teacher in this video stopped using this method? What would happen if an alternative method is used? Some alternative methods are initiation response feedback, display questions, teacher echo, and extended teacher turns (Suryati, 2015). Suryati emphasized that self-evaluation as an instrument of appraising teacher-student interaction is vital. One alternative would be to stop this activity, which would likely be detrimental to the students. The students thoroughly enjoy this activity and likely consider it to be a core part of their educational experience. The repercussion of removing it would arguably be devastating. Parents could complain about the activity, but this is unlikely as it cultivates student interest. The students likely express pleasure to their parents about this activity, something which most parents would likely see as positive.

My feelings about this activity have not really changed, but again this is also passive for me. Introspection does not come naturally for me due to my current cognitive mindset, arguably ingrained into me due to my full time job. Our job and life shape us in explicit and implicit ways, molding us into a way of thinking. Conroy, Becker, and Menges (2017) argued that our work related identify shapes how we interact emotionally within an organization. I would further assert that this identity extends to other aspects of our life, even becoming ubiquitous in our daily life.

References

Conroy, S. A., Becker, W. J., & Menges, J. I. (2017). The meaning of my feelings depends on who I am: work-related identifications shape emotion effects in organizations. Academy Of Management Journal, 60(3), 1071-1093. doi:10.5465/amj.2014.1040

Gottfried, A. E., Nylund-Gibson, K., Gottfried, A. W., Morovati, D., & Gonzalez, A. M. (2017). Trajectories from academic intrinsic motivation to need for cognition and educational attainment. Journal Of Educational Research, 110(6), 642-652.

Kow, Y. M. (2018). Digital introspection within learning-on-my-own rhetoric among computer gamers. Mind Culture And Activity, 25(1), 40-52.

Lin, S., Rattray, J., & Walker-Gleaves, C. (2018). Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills And Creativity, 27, 123-130.

Suryati, N. (2015). Classroom interaction strategies employed by english teachers at lower secondary schools. TEFLIN Journal: A Publication On The Teaching And Learning Of English, 26(2), 247-264.

Teachers TV/UK Department of Education (Producer). (2006). Granny Smith [Video file]. Retrieved from Academic Video Online: Premium database.

Yurtseven, N., & Altun, S. (2018). Role of self-reflection and peer review in curriculum-focused professional development for teachers. Hacettepe University Journal Of Education, 33(1), 207-228. doi:10.16986/HUJE.2017030461

CT5011 Week 1 Blog

Your personal assessment of the survey instrument.

• While I found this assessment to be interesting and requiring extensive degrees of introspection and internal personal analysis, I also found that the questions are not in conformance with each other. In other words, some questions ask a positive question, some ask a negative question. When analyzing the final results, it is difficult to ascertain a reasonable general response when the questions do not ask the same thing. For example if a survey question was to ask an opinion on a subject, then another to ask an opinion on an opposite subject, a typical Likert Scale could not provide an accurate analysis in terms of total responses because the questions ask opposite topics but the answers assume the same type of focus. For example, one question asks about providing limited accommodation to students (a negative connotation) while another asks about using past experience (a positive connotation).

Discuss which level you had the most frequent tallies, the level with the most sometimes tallies, and the level with the most infrequently tallies.

• Level 1: infrequently

• Level 3: frequently

• Level 4: sometimes

• Aside from the discontinuity in the question responses, the responses based on my past, experience, education, and job are not surprising based on what I know of myself. One thing that might be cautioned in this analysis is that since I am not currently teaching the analysis is likely more across the board rather than specific to teaching.

Discuss which three indicators you have chosen to focus on and why. Include which level or levels these indicators are located.

• Views practice within the broader sociological, cultural, historical, and political contexts. Level is at sometimes. I chose to focus on this because of my need to think more openly about context regarding each student and how to incorporate those together, both individual per student and the class holistically.

• Observes self in the process of thinking. Level is at sometimes. This indicator is important because of the importance of conscious attention to myself as I process information and teach students, rather than the retroactive analysis that has thus far been postulated as being important.

• Suspects judgments to consider all options. Level is also at sometimes. It is easy to get wrapped around the axle with context. People do not consider their judgment to be biased because it is their judgment. It is only when other judgments contradict their own that they believe the other person to be biased. The belief system tends to get entrenched.

Discuss the action you will take to achieve this goal.

• Be open minded

• Be reflective and open to change

• Analyze steps in a cognitive and conscious matter

• Take a moment to consider things

• Consider analyses and read other methods of analysis and teaching methods

• Watch videos online about teaching methods as well as videos of people teaching to get ideas

Until Dawn Review

PlayStation website information

  

Eight friends trapped together on a remote mountain retreat, and they aren’t alone. Gripped by dread, with tensions running high, they must fight through their fear if they all hope to make through the night in one piece.

Play as each of the eight characters and experience fear like you never have before. Every decision you make in your terrifying search for answers could mean the difference between life and death, but for whom? Your actions alone will decide who survives Until Dawn.

Choice & Consequence – Make the impossible choices, where every decision in your terrifying search for answers could mean the difference between life and death, but for who? 

Next-Gen Horror – Harnessing the power of an evolved Killzone™ Shadow Fall engine, Until Dawn will shock you with realistic graphics and terrify you edge-of-your seat gameplay. 

Butterfly Effect – Carve your path to survival with branching story lines that promise no two experiences will be the same. The choices you make may ripple unseen into moments of grave peril, or they may very well save a life.

Gripping Story – Immerse yourself in a truly spine-tingling story written in collaboration with famed cult writer/directors Larry Fessenden & Graham Reznick.

Premise

  

Until Dawn is a PS4 horror story where you play as eight different teenagers at a lodge in the remote section of the mountains, trapped during a single night of terror.  The story plays out like an episodic driven horror story through the night, with all eight teenagers trying to survive until dawn.  Interspersed between each section of the game is a counseling session with a creepy psychologist, disturbingly played by Peter Stormare.  Other major characters in the game include characters played by Hayden Panattiere (Heroes), Brett Dalton (Marvel: Agents of SHIELD), and Rami Malek (Night at the Museum).  

Gameplay

  The game is similar in gameplay to episodic quick time event games such as Heavy Rain.  Most events are simple button presses, with little need for skill, though timing is needed for many of the scenes to advance the story.  There is some control of the character through movement around the various environments, then basic searches through interactions with glowing spots.  All in all, the gameplay is very basic, but it doesn’t really detract from the enjoyment of the game.  Because this is a story driven game, the gameplay is not particularly substantive.

Story

  The story begins a year before the actual main story, setting up the main plot.  The events of the story take place one year after the prologue.  Most of the story is easy to follow.  There is quite a plot shift partway through the game (no spoilers), but it doesn’t do much for the story.  In fact, it seems somewhat contrived, especially when we find out the truth.  The truth seems to be almost an afterthought, as if the authors wanted to have a shocking ending in which absolutely no part of the plot was really introduced. 

The coolest part of the story is the butterfly effect.  Various events and choices in the game, even small ones which you would think would not have a bearing on the game, make a difference in how the plot advances.  Choices have consequences for each character and could mean life or death.  In fact, your choices could mean only one survivor lasts until dawn or it could mean all eight do.

Graphics

  The graphics in this game are some of the best I’ve ever seen in a game.  The faces of the characters, all modeled on actual actors and actresses, are extremely realistic, almost lifelike.  Peter Stormare will give you nightmares.  Literally.  

The environments are eerily dark, contributing to the scary environment of the game.  The lighting in the game as well as shadow effects are incredible.  Speaking of environments, the soundtrack and background music are also excellent and contribute to the overall scary feel of the game.

Final Verdict

  

I recommend this game to anyone who liked Heavy Rain or any other similar story driven game.  While Until Dawn is not extremely long (lasting about eight hours), the replay potential for the game is high.  Since you can save between one and eight of the teenagers in any given play through, technically you could play the game 40,320 times (8 factorial). 

9.0 out of 10

Sunset Overdrive (XBOne) Review

Description: Get Sunset Overdrive Day One Edition which includes exclusive items you won’t find anywhere else. • “Nothin’ but the Hits” gun: An overcharged version of the High Fidelity gun that launches limited edition, priceless, multi-colored vinyls that do increased damage. • “It’s Me! Fizzie!” outfit: Fizzie is more popular than you because he has a great marketing budget. So, why not dress up as him and get in on some of that fame? • “Hardcore! Hammer”: You ponder buying the Day One Edition of Sunset Overdrive. A spot check reveals that if you do, you can equip a mighty hammer made from a bat and spiked dumb-bells. You buy the Day One Edition of Sunset Overdrive.”

From: https://store.xbox.com/en-US/Xbox-One/Games/Sunset-Overdrive-Day-One-Edition/d0068e50-5da0-4b7f-acc9-87c769e24ec3

Graphics: Varied, colorful, and quite good. Character models are excellent, both human and monster. The addition of written graphics to represent effects is quite clever and reminds me of the old school Batman episodes. Even better is how they are added into the scenery. The only negative, which is extremely minor, is how everything blends together. At times there is almost too much. A-

Gameplay: Also varied. Sunset Overdrive is a combination of Borderlands and Tony Hawk. The gameplay is different from a normal First Person Shooter and Open World Game, but in an excellent fashion. The grinding mechanism is specularly fun, though it can sometimes be difficult to jump between grinding platforms. Grinding is a survival imperative in the game, so the difficulty can, at times, be disconcerting. The microtransactions built into the game are interesting. The monetary currency is the very same energy drink that is the cause of the apocalypse. A-

Story: Energy drinks have transformed people into monsters. Aside from the passive reminder than energy drinks will make both your heart and colon explode simultaneously, the story is excellent, though somewhat broken up via disparate missions. Other than the stories continuity and flow, there are no negatives. The game’s irreverence for society is quite enjoyable.  B+

Features: The missions are fairly varied, the collectables are eclectic, and the game types built into the story are robust. There are a lot of find-and-fetch missions though. B+

Final verdict: 3.5 out of 4.0. Must play game. If you enjoyed Borderlands, this game is something you absolutely have to buy. In my opinion, one of the best XBOne games to come out to date.

Pros: Gameplay, varied atmosphere, graphics, interesting story.

Cons: Wonky grinding controls, at times.

Final thoughts: An absolute must buy. Thoroughly enjoyable game.

GTA San Andreas (XBox360) Review

Description: The Games on Demand version supports English, French, Italian, German, Spanish, Russian, and Japanese Five years ago, Carl Johnson escaped from the pressures of life in Los Santos, San Andreas, a city tearing itself apart with gang trouble, drugs and corruption. Where filmstars and millionaires do their best to avoid the dealers and gangbangers. Now, it’s the early 90’s. Carl’s got to go home. His mother has been murdered, his family has fallen apart and his childhood friends are all heading towards disaster. On his return to the neighborhood, a couple of corrupt cops frame him for homicide. CJ is forced on a journey that takes him across the entire state of San Andreas, to save his family and to take control of the streets. You must accept the software license terms available at rockstargames.com/eula; online account terms at rockstargames.com/socialclub. Non-transferable access to special features such as exclusive/unlockable/downloadable/online content, services, or functions, such as multiplayer services or bonus content, may require single-use serial code, additional fee, and/or online account registration (13+). Access to special features may require internet connection, may not be available to all users or at all times, and may, upon 30 days notice, be terminated, modified, or offered under different terms. Violation of EULA, Code of Conduct, or other policies may result in restriction or termination of access to game or online account. For customer & tech support visit rockstargames.com/support. For information about online services, fees, restrictions, or software license terms that may apply to this game, please visit http://www.rockstargames.com . Certain limits apply to purchase, use, and redemption. See EULA http://www.rockstargames.com/eula and Terms of Service http://www.rockstargames.com/legal for details. © 2004 Rockstar Games, Inc. Rockstar Games, Rockstar North, the R* logo, Grand Theft Auto and the Grand Theft Auto logo are trademarks and/or registered trademarks of Take-Two Interactive Software, Inc.

From: http://marketplace.xbox.com/en-US/Product/Grand-Theft-Auto-San-Andreas/66acd000-77fe-1000-9115-d802545408b8

Graphics: The original GTA San Andreas was an original Xbox game. It was fairly decent for its time. This version is basically a translation of the Xbox game, which was re-released on the 360 as an original Xbox game. This is basically the same game with achievements and HD upscaling. It is not what you would expect from a 360 game graphics wise. The characters look like they have some sort of messed up disease (see genetically depleted comment below). D-

Gameplay: This is a standard GTA game. That being said, the gameplay is excellent. It is just like the original GTA-SA, with varied gameplay. Shooting, mayhem, running over innocent bystanders, gangs. What’s not to like… A

Story: Like the original. Full of racist terms, swearing, sexual innuendo, etc (all the stuff you see on bad Hollywood movies). If you like that type of thing, this is for you. If you are easily (or not so easily) offended, this will make you grab a bible and eat it to try to clean out your system with the perceived holiness on the inked words. A

Features: Like the gameplay, the story is full of a lot of features. However, it does not have the varied gameplay and added features that we have come to expect with the new generations of games. However, this release was not intended as a remake, only an HD re-release. B-

Final verdict: 2.85 out of 4.00. B-

Pros: Great story, good gameplay. Proven franchise.

Cons: No added features. Graphics are as ugly as a genetically depleted wedding in Oklahoma.

Final thoughts: Right now, this title is only $3.74 on Xbox.com. Grab it while the price is low (no one knows how long this will be). Regardless, the game is good enough to buy, even if you already played it before. If you are an achievement whore, this is a must buy.

The Legend of Korra (XBone) Review

Description: An ancient evil force has emerged from the portals and threatens the balance of both worlds! Only the Avatar stands a chance in defeating this new threat! • Original Avatar storyline penned by the TV show’s creators. • Wield the power of all 4 elements—water, earth, fire, and air as only the Avatar can! • Change bending styles at any time to unleash devastating combos. • Beat overwhelming odds by activating the all-powerful Avatar state.

From: https://store.xbox.com/en-US/Xbox-One/Games/The-Legend-of-Korra/dbdbfc77-d488-469e-b2a0-3a2d7a0f8076#gameDetailsSection

Graphics: Pretty basic, but it is the XBone equivalent of an arcade game. It is cartoony, but based on a cartoon (Avatar), so it is to be expected. C-

Gameplay: Alternates between platforming stages where you collect items and defeat enemies with martial arts and racing levels where you ride a giant dog and try to dodge cars, slide under walls, and jump huge chasms. Fairly standard platforming, but lacks variety. C

Story: Based on Avatar. Has still pictures to advance the story, which is pretty basic. D+

Features: Not much here, other than the basic game. F

Final verdict: 1.25 out of 4. D+

Pros: Platforming elements.

Cons: Lack of variety.

Final thoughts: Not bad to try, but you can’t rent (digital only through the XBone website/store). If you enjoy platforming games, this will probably be for you. If you don’t, avoid this like the plague.

Shadow Warrior (XBone) Review

Description: Shadow Warrior tells the offbeat tale of Zilla Enterprise’s corporate shogun Lo Wang as he is ordered to acquire a legendary blade of limitless power by his deceitful employer. Betrayed and left for dead, Lo Wang learns of the blade’s connection to ancient gods from another realm preparing to push our world to the brink of destruction. Now the reluctant hero must become legend through a masterful combination of gun, blade, magic and wit to uncover the truth behind the demonic invasion and banish evil back into the darkness. Shadow Warrior Reborn – A bold new vision of Shadow Warrior elegantly blends classic first-person shooter gameplay with thrilling action, inventive combat, and a contemporary retelling of the hilarious legend of Lo Wang. Elegant Swordplay – Unsheathe your legendary katana to slice enemies apart with precisely targeted swings or unleash fluid combos and special attacks to cut down hordes of enemies with one swift pass through the enraged hordes. Upgradeable Arsenal – Utilize every gun in your formidable armory – from stylish revolvers and quad barrel shotguns to explosive-tipped crossbow bolts and laser-guided rocket launchers. Each weapon offers several unique upgrades to increase power, speed, and add devastating alternative firing options. Mystical Powers – Call upon mystical powers to protect yourself and paralyze your enemies or use their own severed heads and still-beating hearts to bring them to their knees. The downloadable version of this game supports English, French, Italian, German, Spanish, Portuguese.

From: https://store.xbox.com/en-US/Xbox-One/Games/Shadow-Warrior/33427f80-924a-4a3a-840f-59661c892ecf

Graphics: For a game that is not a premiere release (i.e. Destiny, Halo, etc.), the graphics are quite good. Rather varied and fairly artistic. The character models lacks variety, however. This is an extremely violent game, and the graphics indicate such. The enemies can be hacked apart, even when dead. A-

Gameplay: The gameplay is repetitive. The environments are interactive and play into achievement hunting. B+

Story: Alternates between cut scenes and gameplay. Chinese mafia game with supernatural elements. Nothing earth shattering. C

Features: Fairly standard for a First Person Shooter. C-

Final verdict: Enjoyable game, but probably not worth the $40.99 asking price. Worth a rental. 2.5 out of 4.0 B-

Pros: Violence. Comedy.

Cons: Violence. Comedy.

Final thoughts: Worth a brief rental. If you enjoy games like Doom and, especially, Duke Nukem. The comedy is similar.

Duck Dynasty (XBone) Review

Description: Hunt, Race and Prank to Become a Robertson! Take on the role of Willie’s son John Luke as he learns how to become one of the Robertson Duckmen! Interact with Willie, Uncle Si, Jase and the rest of the family from the hit TV show. Go duck hunting, varmint shooting, off-roading and play office pranks in the Robertson’s hometown of West Monroe, LA. Will you learn the way of the beards? • Call in ducks to your blind using a variety of calls and then fire away. • Hunt Louisiana wildlife including squirrels, frogs and fish for Miss Kay to cook her famous dishes. • Join Jase in duck call room antics as you sneak around the warehouse to trick Willie. • Race against Willie in an airboat as you drive across the Robertson family swampland. • Uncover Uncle Si’s bizarre “treasures” with a metal detector. • Track down pesky beavers with Phil to stop their damns from ruining the duck ponds. • Play through 3 game modes including the main story, duck shooting galleries and airboat racing.

From: https://store.xbox.com/en-US/Xbox-One/Games/Duck-Dynasty/3ec50914-27ba-436c-bff3-f3d288cd44da

Graphics: Fairly ordinary, comparable to a 360 game. Lacks originality. Most of the environments are similar and difficult to differentiate between. The lack of variety, both in color and environment, makes gameplay more difficult than it should be. D+

Gameplay: Very similar to the Cabela series. Lacks originality in the three modes. The story mode is basically a repeat of individual events that increase slightly in difficulty. F

Story: Lacks originality. Not interesting, unless you think the Duck Dynasty clan is interesting. Filled with the inane ramblings of genetically depleted idiots. F

Features: Has three extra modes. None are really that difficult. The airboat mode is difficult to control, kind of like driving on ice after drinking vodka. The fishing mode is monotonous. Casting the line is not really accurate. Firing the shotgun isn’t difficult, but can be frustrating. Some animals are difficult to see because of the lack of graphical variety. D

Final verdict: If you play this, you’ll likely be at an increased risk of severe psychological problems. Or you already are, which is why you are probably playing it. Rent only if you have to, and only if you are an achievement hunter. Or a huge fan of the game or the Cabela series. Do not buy. This is 5-6 hours of your life you won’t get back. 0.58 out of 4.00. D-

Pros: Nothing, except the first 400 points of Gamerscore is fairly simple and easy to get.

Cons: Virtually everything.

Final thoughts: Stay away from this drivel. Your IQ will lower by approximately 10% just by playing it. Some of you may not be able to handle the reduction.