Statecraft X

“I recommend Statecraft X to be implemented throughout the Secondary 3 Social Studies curriculum as it lets the students to put themselves in the shoes of the governors and know what are their responsibilities. Only playing the game is not sufficient, the students should do reflections about what they have done from time to time so that they can recollect every action they have taken and what are the consequences.” – Albert, Student, Dunman Secondary School

“The game has been an ingenious way in allowing the students to have a hands-on experience in governing a town, instead of the classroom lessons we usually have. Statecraft has been a real eye-opener as I was able to relate to the issues and challenges the government face in the midst of running a country. It has shown that a lot of careful thinking is needed to run a country well. This experience should be incorporated into the social studies lesson as it is more engaging and interesting. Certainly, it has been a privilege to be able to play statecraft.” – Zhang Junhao, Student, Dunman Secondary School

“We were able to experience real live scenarios, and I believe that this helped me a lot as I was able to understand how to rule a country effectively as well as understand the challenges Singapore’s government must have faced and how they must have felt. It was also very interesting to hear what people felt and what their opinion was of the game during the dialogic session. I believe we all learnt alot through the dialogic session as well as we were able to link the problems we faced with the real live situation in Singapore and other countries.” – Ng Huey Ling, Student, Dunman Secondary School

“It gives students a “first-hand” experience in governing a “country”. In the game, students will face problems commonly faced by the government too like over population, lack of housing for people, not able to produce certain resources, conflicts between countries (factions), unhappiness of citizens, economic issues. Students will also learn how to solve these problems, through their experience through the gaming, and also through the dialogic discussion, where their classmates can share how they solve these problems through their experiences.” – Thng Kai Xin, Student, Dunman Secondary School

“Having experienced this programme, I find that this programme has been much of a help to me. I’ve learnt a lot, and the lessons I’ve learnt are definitely not going to be forgotten just like that. Through this hands-on experience at governing a town/country, I’ve understood why the government has done certain things and how they have succeeded in governing a country thus far. Without this experience, I would not have understood fully why the Singapore government has implemented the different policies in the country. The dialogic sessions have also made us come together as governors and discuss our challenges as well as discoveries with one another, and we have certainly brought back many things from our discussions and apply it in the topic of Governance.” – Nur Miza Syazwina, Student, Dunman Secondary School

“I had lots of fun participating in this research. Statecraft X definitely helped me learn so much more about current affairs and all the problems governors around the world could have possibly faced. Each decision they make would make such a great impact on not only their own country but also other countries around the world. It is impossible to please everyone in the country. This game would make me think twice before complaining about our government not doing a good job governing the country now that I tried to govern a country myself. This game also made me learn to appreciate about our government.” – Ugena See K. F., Student, Ngee Ann Secondary School

“I really enjoyed this program. It was so much more exciting and interesting compared to the usual dull and moody social studies lessons. Not only was it fun, it also educates us about governing and managing countries and cities, and how it relates to real life. Thus I find this a really good way of getting us, as students, to learn and have fun at the same time.” – Jovin Chia, Student, Ngee Ann Secondary School

“Statecraft X helps me to understand the concept of governing better through the usage of application of the iPhone. It is fun while we experience being a government ourselves. I have better understanding of what the government face when governing a country, such as the lack of resources. We also learnt how to balance the happiness of the villages and the economical state of the country. Through this I also understand the government does not tackle and focus on 1 main problem, but focus on different problems affecting the economy together as they are somehow linked with each other.” – Shi Hai Xin, Student, Ngee Ann Secondary School

Legends of Alkhimia

“It’s more fun. It’s in the game play that we learn science. That’s what make it interesting and fun. I can learn better.” - Student

“Testing out chemicals is very interesting.” - Student

“In a normal science lesson in the classroom, the teacher provides you with only one answer to the question, or maybe two. But in the Alkhimia program, there’s often more than one way to solve a problem. It provides us with more freedom in being able to answer the questions. we can answer the questions in our own way.” - Student

“The teacher lets us voice out our opinions and we can talk. In the normal classroom, we just sit down and listen to what the teacher say, and that is also very dependent on your hearing, and sometimes you can’t visualize the thing. But then in the game it’s very visual-based.” - Student

“I’m hooked already.” – Jeremy Lim, Teacher Trainee

Escape from Centauri 7

“The Centauri 7 programme is a lesson package for the future. I strongly believe that the usage of a computer game in classroom teaching is in the right direction. In the field of “Electric Fields”, where students struggle to visualize, and applets are inflexible and static, the virtual environment provided by the Centauri 7 game allows the students to step into the shoes of a scientist: observing, hypothesizing, experimenting.
With the accompanying activity sheets to steer the students, they are guided to analyse their observations and draw conclusions. The process of drawing conclusions, first at an individual level, followed by class level, allows the students to communicate their findings, discuss and debate one another’s analysis, before reaching a conclusion as a class. This embodies the true spirit of Science.”

Mr. Tan Weng Seng, Assistant Department Head, Physics (Secondary), Raffles Institution.