As a teenage girl, I make assumptions about every little thing daily. It might be that I assume my life it over after I think I failed a test, or I assume things about people like whether or not they are a dog or cat person. These assumptions are useless when it comes to school and that is why I’m thankful this class has taught me how to make calculated assumptions based on the analysis and interpretation of quantitative data.
Our team demographic starts off with assumption. To fulfill the requirements for this assignment, we had to make three assumption for the which our estimate depended on. The assumptions we came up with show critical evaluation in considering the aspect of our serious game. The assumptions we made were that the people who would most likely play our game would be teenagers between the ages of 15-17. The reason for those ages is because we start to think about driving at 15 and playing this game before driving would hopefully demonstrate the dangers of texting while driving. Since teens now grow up on cell phones, it will be hardest for them to stay focused driving. Our other reasonable assumption was that older drivers won’t want to play our game because cell phones are newer for them and they don’t obsess over them, and they would most likely think they have enough experience.
For my groups game learning outcomes, we gave our problem and our goal with three thought out assumptions of our games learning outcome after being played. Some of the logical assumptions we have for the game would be that the players learn the legal consequences of texting while driving. Understand the risk that it not only puts the driver, but every person around the distracted driver is at danger. We hoped that the game would stimulate a small emotional pain when accidents happen in the game. Are assumptions are based on our knowledge of the dangers of texting and driving and we put a lot of critical thinking into the outcomes.
At the beginning of the semester, we were put into groups based on a survey we took. As a new group, we made team norms as a set of group ground rules to follow by and thought of punishments for missing class, like bringing food for everyone when the absent person return, and take charge of the next assignment. Since we were new to each other, we made assumptions on how the semester would go and made norms based of that. It was already assumed that everyone in the group would do their own work, but our team adviser told us to put it in anyways because it is an important aspect in the class. Most of our group were freshman, and we all assumed the class would all be freshman as well, but we had a few upperclassmen in out group and they were helpful with all of us getting used to the college life.