Introduction to Plague Inc. (The Cure)

https://now.gg/apps/miniclipcom/5059/plague-inc.html

Until this assignment, I had never really thought about using a simulation game to supplement learning in my classroom. However, when I was given the opportunity to explore, the topic that came to mind was the infectious disease unit. As I searched through the internet for something applicable to my current curriculum there were a number of immune system and disease games but the one that caught my interest was from Plague Inc, called The Cure. It can be played to both infect the world to win, or save the world by developing a cure. While playing I chose to create a pathogen to infect the world. 

The game combines strategy and real-time simulation to provide a unique and educational experience about disease and public health. Players begin by selecting a type of pathogen they would like to create—bacteria, virus, fungus, etc.—and then choose the country where the infection will start. As the game progresses, players must choose the pathogen’s evolution by developing new symptoms, transmission methods, and resistances to environmental conditions and medical interventions. This is done by earning DNA points and infecting new countries. The game does a great job simulating how different factors, like climate, population density, and global travel, affect the spread of the disease. The Cure highlights the need to understand how diseases spread, can change, and how people's actions affect outbreaks. From a health standpoint, and being a bit further removed from the COVID-19 pandemic, it can help students to understand the measures that were taken to keep them safe. 

Classroom integration

I would Integrate this simulation into my curriculum during my immune system and infectious disease

unit. During this unit students learn how the immune system works to defend their bodies against pathogens like bacteria, viruses, and fungi. They learn about the different components of the immune system, including white blood cells, antibodies, and the various organs involved in immune responses. 

Students learn how vaccines work, the importance of hygiene, and how lifestyle choices can affect immunity. They also study various infectious diseases, their modes of transmission, and ways to prevent the spread of these diseases. I typically have students do a brief research project on an infectious disease of their choice. They are asked to look into the specifics of the disease including: symptoms, transmission, cures, prevention, and worldwide cases. After researching a disease of their choosing, students will have a better understanding of immunology. Once they have developed this understanding, I believe students would be well equipped to utilize the Plague Inc. simulation game. In The Cure, students can apply their knowledge by creating and managing their own disease, which will allow them to see firsthand how different factors, that we have previously discussed, impact the spread of a disease. This interactive experience will reinforce their learning and give them a deeper insight into the complexities of infectious diseases while giving them a video game type media that they enjoy. 

Learning objectives for this unit would include a comprehensive understanding of the immune system and infectious diseases. Students will learn about the components and functions of the immune system, the specifics of various infectious diseases, and basic epidemiological concepts such as disease transmission, prevalence, and cures. The Plague Inc. game will support the goals and objectives of this unit by asking students to apply their knowledge in a practical scenario. 

Introduction, set-up and support

Implementing the Plague Inc. simulation into the infectious disease unit would be a good fit as long as it was utilized in a structured way. I would first provide an overview of the game and expectations for content knowledge use by discussing key game mechanics such as selecting a type of pathogen (virus, bacteria, etc.), evolving symptoms and transmission methods. Setting up for classroom use will require that each student or pair of students has a necessary device (computer, tablet) set up with access to the game. The Cure is available on various platforms including PC, Mac, iOS, and Android. Student accounts will also need to be set up ahead of time for ease of logging into the game. When I did a game trial, I was asked to log in with an email address, however after looking at the FAQ section of the webpage, the email log in was only necessary for creating a player profile and tracking game points. Students will need a tutorial session to familiarize themselves with the game mechanics. The game itself does offer a demo option where it walks the player through each of the screens. It was very helpful for me as a first-time player. If students still have questions after walking through the demo, I would offer small group sessions and demonstrations on how to navigate through the game. 

During game play I would implement checkpoints where students pause their game time to reflect on
their strategies, discuss their observations, and analyze the impact of their decisions within the game. Students have the ability to choose which “upgrades” they want for their diseases, so I would like them to think about which of the choices would cause the biggest impact and why. Students could then implements those upgrades and see if their hypotheses were correct. We could use this game to facilitate class discussions and connect it to the COVID-19 pandemic, reinforcing concepts of epidemiology, public health, and disease control that we have seen happen in real-life situations. 

Assessment strategies

Assessing students' literacy practices and learning goals after using the Plague Inc. simulation could be approached with a variety of methods to evaluate their understanding of the content, their ability to apply concepts, and their critical thinking skills. I would utilize a combination of reflective discussion and/or writing throughout the course of the simulation. As discussed previously, I would ask students to pause their simulations and reflect on the choices they are making in developing their pathogen and how it is affecting their progression through the game. 

When the simulation is completed, I would also ask students to create a chart comparing the disease they researched previously to the one they created. I would also ask them to think about preventative measures for the disease they researched and how they might have applied those measures to their creations. I enjoy using group projects as part of my assessment process so at the conclusion of this unit, I would ask students to think about ways to prevent the spread of their disease and present a public health campaign. Students would consider what research was being done in the game and what measures were being implemented by the governments to stop the spread of their disease. I would ask students to collaboratively design a public health campaign based on the lessons learned from the simulation. I would suggest that they think about if their disease was real, what could be done as preventative measures, what could be done as intervention strategies and how would you communicate that to the public in the most effective way. 

Overall, Plague Inc. serves as a valuable educational tool that complements traditional learning methods, helping students develop a comprehensive and practical understanding of epidemiology and disease control. By actively participating in a simulation, students can apply knowledge to practical scenarios, enhancing their critical thinking and problem-solving skills.  I had a bit of evil fun taking over the world, too!