Chat GPT text Adventure: Late for an Interview

 

Revisiting the idea of using Chat GPT to create a text adventure, that I experimented with earlier in the week, I tried limiting the time / turns and adding a sense of challenge to the game: 

You are a text-based adventure game where you give me options (A, B, C, and D) as my choices. The setting is a big city in the present day and I have only one hour to get to a job interview. There is a transport strike and I wake up late. Each turn represents ten minute, so the game ends after 6 turns. Present obstacles to  arriving on time and reward the making of good choices and punish the making of bad choices. There is a 50% chance of  arriving on time to the interview.

Okay, let's start!

You wake up in a hurry and realize that you have only one hour to get to your job interview in a big city, but there's a transport strike. You have to find alternative ways to get to your destination.

Turn 1: You see four options in front of you. What would you like to do? A) Take a taxi B) Rent a bike C) Walk D) Try to call a friend for a ride

What is your choice?

I chose 'D' 

You decide to try to call a friend for a ride.

Turn 2: After trying to call several friends, you realize that none of them are available to give you a ride. What would you like to do next? A) Take a taxi B) Rent a bike C) Walk D) Try to find another friend

What is your choice?

Already, I think this is better than the other game. There is a sense of tension being created and a sense that I might not be successful. 

I chose 'B' next.

You decide to rent a bike.

Turn 3: You reach the bike rental shop, but it's closed. What would you like to do next? A) Take a taxi B) Try to find another bike rental shop C) Walk D) Try to find another friend

What is your choice?

Again, rising tension as the obstacles to me arriving on time increase. I chose 'A' now that time is running out. Surely taking a taxi, although the most expensive option, will be quicker and more efficient than the other options? 

You decide to take a taxi.

Turn 4: You finally find a taxi, but the traffic is extremely congested. What would you like to do next? A) Get out of the taxi and walk B) Wait in the taxi in the hope that the traffic clears up C) Try to find another taxi D) Call your interviewers to inform them of the delay

What is your choice?

At this point, I think the best option is to inform the interviewers I may arrive late, do I chose 'D'.

You decide to call your interviewers to inform them of the delay.

Turn 5: Your call goes to voicemail, and you are unable to leave a message. What would you like to do next? A) Get out of the taxi and walk B) Wait in the taxi in the hope that the traffic clears up C) Try to find another taxi D) Try calling your interviewers again

What is your choice?

 The tension increases. I'm going to try and walk there now, so I chose 'A'.

You decide to get out of the taxi and walk.

Turn 6: You arrive at your interview with only a few minutes to spare. Your interviewers are impressed by your determination and resourcefulness in the face of adversity.

Congratulations! You arrived on time to your job interview, and your persistence and resourcefulness made a positive impression on your interviewers. With a 50% chance of arriving on time, you have successfully beaten the odds. Good luck with the interview!

Success! Overall I think this is a better game. First of all, it's shorter. There is also a sense of challenge and tension. Follow-up activities for learners could include writing a report of the choices and a reflection on what they might do dofferently if they played the game again. 

I decided to ask ChatGPT for feedback on my choices: 

"What choices were good ones?"

In this scenario, the following choices were good ones:

• Calling your interviewers to inform them of the delay (Turn 5)
• Getting out of the taxi and walking (Turn 6)

Both of these choices demonstrate your determination and resourcefulness in the face of adversity, and could have made a positive impression on your interviewers.

And to follow up, I asked about the not so good ones:

"What choices could have been better? and why?

In this scenario, the following choices could have been better:

• Trying to call a friend for a ride (Turn 1)
• Renting a bike (Turn 3)
• Waiting in the taxi in the hope that the traffic clears up (Turn 5)

Trying to call a friend for a ride was a good idea in theory, but was not successful due to none of your friends being available. Renting a bike would have been a good alternative, but the bike rental shop was closed. Waiting in the congested taxi would have further delayed your arrival, and could have negatively impacted your impression on the interviewers.

Walking, even though it was a last resort, was the best option as it allowed you to get to the interview location in time, demonstrating your determination and resourcefulness in a difficult situation.

Impressed with what Chat GPT came up with, I asked for suggestions to improve the game and make it more fun and challenging:

"Could you makie suggestions how this game scenario could be improved to make it more fun and/or challenging?"

Sure, here are a few suggestions for how this game scenario could be improved to make it more fun and challenging:

1. Random events: Introduce random events such as road closures, accidents, or unexpected weather changes that could impact your travel time. This would add an element of unpredictability and challenge to the game.

2. Multiple endings: Add multiple endings based on the player's choices and their arrival time. For example, if the player arrives on time, they could get the job, but if they are late, they might miss the opportunity.

3. Multiple characters: Introduce multiple characters with different skills and abilities that the player can choose from, each with their own unique challenges and strengths. This would add an extra level of strategy to the game.

4. Time management: Implement a time management system where the player must balance speed with efficiency, making sure they don't waste time but also don't rush and make mistakes.

5. Bonus points: Offer bonus points for making good choices or finding shortcuts. These points could be used to purchase upgrades or special items to help the player in future turns.

By incorporating these elements, the game could become more engaging, challenging, and fun for the player.

As a consequence, I asked ChatGPT to incorproate these lements into the game and asked to play again:

"Please incorporate all of these suggestions into the game and start the scenario again."

Sure, here is the updated scenario incorporating all the suggestions:

Setting: A big city in the present day. You have only one hour to get to a job interview. There is a transport strike, and you wake up late. Each turn represents ten minutes, so the game ends after 6 turns.

You play as one of multiple characters with different skills and abilities, and must choose the best course of action to arrive on time for your interview. You will face obstacles along the way and must balance speed with efficiency to arrive on time. Points will be awarded for making good choices and finding shortcuts.

Turn 1: You have just woken up and realized that there is a transport strike and you have only one hour to get to a job interview. What would you like to do first? A) Call a friend for a ride B) Rent a bike C) Walk D) Take a taxi

What is your choice?

Like the last time, I chose A. 

You decide to call a friend for a ride.

Turn 1, random event: Unfortunately, none of your friends are available to give you a ride. What would you like to do next? A) Rent a bike B) Walk C) Take a taxi D) Call an Uber

What is your choice?

I chose the new suggstion, 'D'. 

You decide to call an Uber.

Turn 2, random event: There is an accident on the route to your interview, causing heavy traffic and delaying your Uber. What would you like to do next? A) Rent a bike B) Walk C) Take a taxi D) Call another Uber

What is your choice?

As in the first time I played this scenario, I chose to rent a bike:

You decide to rent a bike.

Turn 3: You arrive at the bike rental shop, but it is closed due to the transport strike. What would you like to do next? A) Walk B) Take a taxi C) Call another Uber D) Look for alternative transportation

What is your choice?

This time, intrigued at what it might suggest, I chose 'D'. 

You decide to look for alternative transportation.

Turn 3, random event: You come across a bicycle sharing stand with available bikes. What would you like to do next? A) Rent a bike B) Walk C) Take a taxi D) Call another Uber

What is your choice?

I thought the best choice here is 'A'

You decide to rent a bike from the bicycle sharing stand.

Turn 4: You are now riding the bike, trying to make up for lost time. What would you like to do next? A) Take a shortcut through the park B) Stick to main roads C) Take a detour to avoid traffic D) Stop and ask for directions

What is your choice?

I chose 'A' 

You decide to take a shortcut through the park.

Turn 4, random event: You encounter a short cut-off due to a fallen tree branch blocking the path. What would you like to do next? A) Turn back B) Take a detour C) Climb over the tree branch D) Wait for park workers to clear the path

What is your choice?

'C' seemed to be the best choice to take here. 

You decide to climb over the tree branch.

Turn 5: You are now on the other side of the park, making good time. What would you like to do next? A) Stop and ask for directions B) Stick to main roads C) Take a detour to avoid traffic D) Take a risk and try to make up more time

What is your choice?

As it's the second time I've been presented with the choice, I selected 'A'

You decide to stop and ask for directions.

Turn 5, random event: The person you ask for directions is a delivery driver and offers you a ride to the interview. What would you like to do next? A) Accept the ride B) Decline the ride and continue on your bike C) Take a taxi D) Call an Uber

What is your choice?

Of course, I'm going to accept the kindness of strangers, so 'A'

You decide to accept the ride from the delivery driver.

Turn 6: You arrive at the interview just in time. Congratulations!

You received 100 points for making smart choices, using alternative transportation and finding shortcuts. Well done!

Success again! I think the extra random events mean that there would be a lot more differentiation when the learners play the game, which can only be a good thing, especially for the debrief session at the end. Again, I asked for feedback:

"What were the best choices and what were the worst ones and why?"

The best choices were:

• Renting a bike from the bicycle sharing stand (Turn 3)
• Taking the shortcut through the park and climbing over the tree branch (Turns 4 and 5)
• Accepting the ride from the delivery driver (Turn 5)

These choices showed initiative and resourcefulness in the face of obstacles, and allowed you to save time and reach the interview on time.

There were no "worst" choices in this scenario, as every decision had some potential consequences, but also some benefits. For example, walking could have been the quickest option if you lived close to the interview location, but it was not available in this scenario.

Finally, I asked advice from Chat GPT to make the game event better:

There are a few things that could make this game even better:

1. More diverse options: Offering more choices and allowing the player to personalize their experience would make the game more engaging and replayable.

2. Increased random events: Adding more random events and branching paths would increase the unpredictability and excitement of the game.

3. More realistic consequences: Incorporating realistic consequences for each choice, such as traffic, road closures, and weather conditions, would make the game more challenging and true to life.

4. A scoring system: Implementing a scoring system that rewards good choices and punishes bad ones would add an extra layer of challenge and competition to the game.

5. A storyline: Adding a storyline or a goal to the game, such as reaching the interview on time, would give the player a sense of purpose and motivation to make good choices.

By incorporating these elements, the game would become more immersive, engaging, and replayable, providing a fun and challenging experience for the player.

Interesting response as I think there is a storyline (albeit a weak one). I think adding a scoring system would be interesting.  But, what can I say? I'm impressed. I'll have a think about variations on this, playing with variations on the prompt, but I think the prompt for this text adventure game is  pretty good. What do you think? 

 I wrote the following article on Extensive Reading for the British Council's TeachingEnglish website:

Extensive reading

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class.

The reading skill is most often taught by close study of short passages followed by analysis of language. 

• Extensive reading: An alternative approach

• Aims of extensive reading

• The characteristics of an extensive reading approach

• Motivation

• The teacher's role

• Conclusion

 

The value of this intensive reading procedure, with its focus on the teaching of discrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers. It is widely believed that people become good readers through reading, and that learning how to read should mean a focus of attention on the meaning rather than the language of the text.

Extensive reading: An alternative approach
Another model for teaching reading exists. This is an 'extensive reading approach' and involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

The characteristics of an extensive reading approach

• Reading material
  Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).
  
  Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

• Student choice
  Students choose what they want to read based on their interests. If a student finds a book is too difficult or they don't enjoy it, they can change it for another one.

• Reading for pleasure and information
  Often students are put off reading when it is tied to class assignments. In an extensive reading programme, the students are reading principally for the content of the texts. Teachers can ask students about the books they are reading informally, and encourage occasional mini-presentations of the books or book reviews, but these should not seem like obligations to the students.

• Extensive reading out of class
  Teachers can do a lot to help students pursue extensive reading outside of the classroom. Having a classroom library and regularly encouraging students to borrow books to take home are some things which can help. If books are shelved in the classroom, students can also be given class time to browse and select books.

• Silent reading in class
  Extensive reading should not be incompatible with classroom practice and methodology. There are teachers who set aside a regular fifteen-minute period of silent reading in class. This silent reading has been said to help structural awareness develop, build vocabulary, and to promote confidence in the language.

• Language level
  The vocabulary and grammar of the books that students read should not pose a difficulty. The objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage. However, the books should not be too easy as this may well demotivate students, who feel they are getting nothing out of the books.

• Use of dictionaries
  Reading becomes a chore if students think they have to stop and look up every word they do not understand in a dictionary. For this reason, dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.

• Record keeping
  If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students. If a note is also made of which books the students like, then the teacher can also recommend other books to the students. The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it.

• The teacher as role model
  If the teacher is also seen to be a reader by the students, then they will be encouraged to read. The teacher can talk in class about books that she or he has been reading, and if they are knowledgeable about the books in the class library, having read them, then they can make genuine recommendations to students about what to read. The teacher can also read aloud to students, as a way of introducing students to different genres or individual books.

 

Motivation
One of the key factors to the success (or not) of an extensive reading programme is motivation. Capturing student interest is the key. If the materials available are interesting to the students, then they will be far more likely to want to read them. These books should also be at a level appropriate to their reading ability. As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.

Getting the extensive reading programme off to a good start is also vital. The aim is for an initial successful experience so that students discover they can read in English and that they enjoy it. This positive experience should stimulate them to read more, increasing motivation, enjoyment and a desire to read.

The teacher's role
The teacher encourages and assists the students with their reading, which the students undertake during and /or after class. Occasional summaries (oral or written) can help with this as they show both that the students are reading and also that they understand what their books are about. The activities can also help students improve their writing or speaking ability. Another activity teachers can become involved in is individual counselling - this gives the teacher an opportunity to ask students about their reading experiences and can be done by the teacher while the rest of the class are silent reading. Above all, however, extensive reading should be a student-centred and a student-managed activity.

Conclusion
Day & Bamford (1998) highlight the benefits that have been gained by the undertaking of extensive reading programmes. These include gains in reading and writing proficiency, oral skills and vocabulary, an increase in motivation and positive affect.

Setting up an extensive reading programme should not only lead your students to improve their reading proficiency and other language skills, but will hopefully enable them to take pleasure in reading for its own sake.

Further reading
Susser B & TN Robb (1990) 'EFL Extensive Reading Instruction: Research and Procedure' JALT Journal Vol No.2 http://www.kyoto-su.ac.jp/~trobb/sussrobb.html
Day RR & J Bamford (1998) 'Extensive Reading in the Second Language Classroom' Cambridge:CUP
Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern language Journal, 72, 150-162.

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Graham Stanley, British Council, Barcelona