Development

Phonics Shmupdate: Colorblind friendliness and phonemes for days

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Colorblind friendliness and some IPA on display

It’s been a while since I did any updates regarding my phonics shmup; the stress of leaving a job and moving intercontinentally took its tool. When I stopped working on the game in April, I had broken it in magnificent ways. Now the broken is gone and I’ve added some colorblind friendliness features and built all of my phonemes in the way that Unity really wants: using GameObjects.

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Development

Reviving the Phonics Shooter

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I started a project ages ago, a game that was to be a shooter intended to help students learn phonics. The ship shoots sound bullets; all the enemies have letters on their ships and are only vulnerable to the sounds those letters make. Some ships are therefore only vulnerable to one sound, while a C ship, for example, is vulnerable to two.

I can’t remember why I stopped working on it. Judging by the last time I accessed the project, it might have had to do with Ultra Hat Dimension and our decision to polish and ship the prototype we made for Ludum Dare. Regardless, it’s been a good long time. Although I opted to continue using the Godot Engine to make it, I decided to start again from the ground up.

Re-Making Progress

It only took me an afternoon to get back to pretty much where I was before. That could say something about how well I relearn long-disused scripting languages. Alternately, it could say something about how much I learned in the process of getting to where I was in the first place. Or both.

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Japan

A Cheeky Child and a Troubled Transfer

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The Cheeky Child

Photo credit: xopherlance on Flikr.
Photo credit: xopherlance on Flikr.

At the beginning of every one of my classes (at all levels of education from preschool to high school), I ask each student, “How are you?” This would take too much time if I had more students. As things stand it’s a good, regular way to start the class. All the students knowing it also gives me a way to use English with them every time I see them around town. Unless a kid is obstinate and doesn’t want to respond — which happens sometimes — I’m guaranteed to be able to toss some English back and forth with every kid in town.

Rather than just teach them the stock “I’m fine. (And you?)”, I teach them to respond with things like, “I’m happy,” or “I’m hot.” I got this idea from the 5th grade textbooks. It seemed like a good idea, because rather than just teaching them that sentence A in English is the same as sentence B in Japanese, the interaction between question and answer must be explained. In Japanese, if you ask the equivalent of “How are you?”, what you’re really asking is “Are you healthy/energetic?”, to which the other person answers in the affirmative or the negative. Skipping the stock response and pointing out that you can really answer in any number of ways sets the students up to realize that learning a foreign language is more than just substituting the words in one language for the words in another language.

Wordplay

Several weeks ago, Googly Ears made me really proud by connecting a couple of random dots on her own. One day, during recess, I asked her how she was doing.

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