When using the Bad News game, one of the main issues is the lack of options available to the user. It seems as you could click any option, with most of the “options” only having one answer and get the same response. This does not seem to be that active, as the user can passively go through the story without having to think or have consequences to the choices. One of the positive attributes to learning through gamification is the consequences and paths that change based on user interaction, when this is taken away it is more similar to reading a list of text. The content itself and inclusion of images are adequate, yet if we are assessing it based on how actively it engages users it is quite limited.
When learning about Sketch-noting, it seemed like the ideal situation. Being able to be “looser” with notes, doodling and organizing them based off of how the individual absorbs knowledge. Looking back to previous classes of mine, I used to do this more frequently. Including small doodles and charts to reference at a later date. Yet while attempting to take notes on a recent journal article, it seemed quite difficult. This type of note taking works depending on the content and level of background knowledge going into the material. It was quite difficult to break down large concepts and intricate details into bite size points, or doodle-able images. Compared to my electronic notes for the same class, I am able to go into much more detail in a conversation style with myself while typing rather than the short form Sketchnote. If this information was being introduced to me for the first time, I can see Sketchnote working much better. Following with the multimedia principle, signalling principle, and self-explanation principle in an active way.
