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Lessons Learned in Playful Game Design - ProfHacker - The Chronicle of Higher Education - 3 views

  • The site reflected my commitment to designing the class assignments around collaborative mission-based tasks that would increase in difficulty level each week and reward multiple paths of completion. Each week I tried to think beyond discussion topics and create playful mechanics–the real challenge of harnessing gameplay, which no site can provide on its own–and some weeks it was hard to escape giving assignments that would never feel playful.
  • many of the students appreciated the greater sense of collaboration
  • Ian Bogost escalated his anti-gamification campaign with a Gamasutra article that explicitly mentioned how the rhetoric of gamification is drawing attention from educators to a trend that threatens “to replace real incentives with fictional ones,” among many other sins. The piece even inspired Darius Kazemi to build a Chrome extension that replaces “gamification” with “exploitationware.”
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  • From edutainment titles that amounted to repackaging of classroom drills to simulations that favor particular structures of reality, games as they stand are learning experiences we’ve started to understand but are still trying to harness in the classroom.
  • a class-based Alternate Reality Game
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    Neat! I like the way she worked in anti-gamification.
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Lessons Learned in Playful Game Design - ProfHacker - The Chronicle of Higher Education - 2 views

  • As the semester got rolling, I realized that I’d made a new course preparation into a potentially life-consuming task.
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    report on gamifying a class
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Teaching Matters: Creating Lives in the Classroom - Commentary - The Chronicle of Highe... - 0 views

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    description of avatars and role playing for a history class
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Teachers Surveyed on Using Digital Games in Class - 0 views

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    Very useful data on K-12: "We have an early look at some of the interesting data coming out of a larger report on teacher attitudes around the use of games in the classroom. The numbers hint at wider use of games in the classroom and indicate teachers see the real benefit of games in helping low-performing students."
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Rats in a cage: how games will teach us to love the police state | The Verge - 3 views

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    I wonder what an overall survey of all current offerings from the gaming industry would reveal. Index each game along a continuum from Big Brother to V for Vendetta.
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    If I get tenure, I might just write that article.
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    Yeah! Would be fun for a class project, too.
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Using Civ IV in class - 3 views

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    This will be the first year I'll try to bring Civ into my Games course play sessions, so this is nicely timely. :)
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    Nice. Which Civ, IV or V?
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Meedan | Iranian gamers head to Europe to... - 0 views

shared by Ed Webb on 24 Aug 09 - Cached
  • Iran's government-run Press TV says: Titles produced by Iranian videogames companies include an Iran-Iraq war tank shooter, a platform adventure set in Persia, an adventure game where you play the role of a girl called Sara, a young student caught up in events during the early stages of the Islamic Revolution in Iran, and a role-playing game based on Iranian mythology called the Age of the Braves.
    • Ed Webb
       
      Heard Vit Sisler talking about some of these at a workshop on Iranian media earlier this year. If they ever do become available in the West, could be a very useful teaching tool, whether for Middle East Studies classes or for analyzing video games as rhetoric.
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On Authorship in Games - Click Nothing - 5 views

  • interacting with a work does not shape the work, it ‘only’ reveals it.
    • Brett Boessen
       
      Well put.
  • Because a game is a complete formal system
    • Brett Boessen
       
      Is he implicitly arguing here that games with emergent elements -- especially MMO's and games with heavy player-vs-player interactions -- are not games, or is he arguing that they also represent "complete formal system(s)"? Or did he simply misspeak? Because I don't see emergence as falling within any kind of closed system.
    • Ed Webb
       
      I take him to be talking about elements that belong to the game proper, not to things that might emerge within and through the game as a result of player interactions. So in-game actions are part of the game. Forums for player discussion, clans etc are not part of the game, at least not part of the authored game. But I agree, it's very ambiguous and should be debated.
  • The rebuttal to this argument lies in a comparison to film or to music or to any other collaborative artistic creation.
    • Brett Boessen
       
      Woops -- I thought he was going to address my points above, but he went in a different direction here. (I'm enjoying the point-by-point-rebuttal structure of the post immensely, though. I'd love more of my students to write this way. :)
    • Ed Webb
       
      I agree. The noise point is quite good. And careful comparisons with other media are useful.
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  • The Argument from Legitimacy
    • Brett Boessen
       
      He rocks this entire section -- well done.
  • “I believe art is created by an artist. If you change it, you become the artist.”This is a much easier point to tackle simply because there is a fallacy in Ebert’s argument. He is implying that interacting with a work is the same as changing it. But this is not true. My ‘paint’ is not ‘what the player does’. My paint is ‘the rules that govern what the player can do’.
    • Brett Boessen
       
      Agreed. Ebert probably should have read Bogost's Persuasive Games before he started all of this.
  • the audience must always interact with a work on some level
  • The artist is also capable of creating an entire expressive system space that explores a potential infinity of different notions
  • Where most other media require the audience to induce their meaning, games afford the audience at least the possibility of deducing their meaning.
  • GTA: San Andreas on the other hand – which I played for a good 100 hours or so, gave me such a world transforming view of racial tension and inequity in early 1990’s California, that I have been shaken to the core, and have been forced to re-examine a huge part of my world view.
  • while there can be an art of expression in the way someone reveals the art, this does not necessarily diminish the art in the design of the work itself
  • There is noise in these systems too – some of it comes from the collaboration of others, and some of it comes from random noise
  • Many filmmakers, from Taratino to Inarritu to Haggis and dozens more have been increasingly attempting to explore stories from multiple angles in an attempt to mimic – in a medium severely limited for this purpose – what games can do innately
  • Ebert is wrong for two important reasons
  • there is authorship in games, no matter how much we abdicate
  • I will accept Ebert’s roughly stated thesis that art requires authorship
  • Because a game is a complete formal system, the entire possible range of outputs from those systems is determined by me
  • how do you know you are able to express your thoughts and feelings in the design of interactive systems’
  • I know because I understand it. What I am expressing makes sense to me both intellectually and emotionally. If others do not understand it, it is not really a question of whether I am expressing myself, but rather one of whether I am expressing myself clearly
  • The next argument is whether or not it is, in fact, true that the entire possible range of outputs from a games’ systems are really determined by me
  • The next argument would be that audiences cannot reconstruct the meaning I intend them to by way of interacting with systems
  • Another argument against the existence of real authorship in games is the argument about the legitimacy of the kind of authorship I am talking about. In his responses to Barker, Ebert says:“If you can go through "every emotional journey available," doesn't that devalue each and every one of them? Art seeks to lead you to an inevitable conclusion, not a smorgasbord of choices.”
  • The final argument that I see remaining is the one that asks ‘who is the artist here anyway?’ Ebert says:
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cyoa - 3 views

  • I’d be very curious to know the reason for this progression toward linearity. Presumably the invisible hand was guiding this development, but whether the hunger was for less difficulty in the books or simply for something with more in the way of traditional storytelling is harder to unravel. I could also imagine that this balance between interaction and exposition was peculiar to the individual writers, so this could merely reflect a changing set of practitioners. In another way, this trend mirrors the adoption of more recent new media. In the early days of the web, people flocked to what was unique to HTML, namely links, animated gifs, and the <blink> tag. A similar cautionless exuberance marked the appearance of affordable typesetting systems – the first time people without phototypositors had access to typefaces beyond a choice of monospaced typewriter fonts.When a world of new possibilities has just opened, it’s hard to find the will for restraint. But, in time, people scale back the more gratuitous uses of this sort of glitz, moving from what’s possible to what best suits the material. It could be that the glut of choices in the early books reflected more a rush toward the new than a well-considered balancing of storytelling and reader-directedness. As the genre developed, the choice-based structure ceased being so novel that it was an experiential end in itself. Perhaps only then could it recede into its proper role as a gameplay mechanic – all the more potent when used judiciously.
  • a peek into the construction process the authors went through as they folded their nonlinear stories into a sequential medium
  • In a computer game, tracking this kind of inventory state is a simple matter. By flipping bits in memory, the program itself can keep a running tally of items you’ve encountered and possibly picked up. In a book this responsibility falls to the reader, and with it an expectation of honesty. To encourage a degree of fair play, the Cavern of Doom engages in a form of entrapment by asking the reader, in the midst of a dicy situation, whether they have a magic item that would clearly save the day. What the book knows and the reader may not is that this item does not even exist. Woe upon the adventurer who angers the gamebook in this way.
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    Very nice to see this. CYOA is a vital antecedent for digital storytelling, from hypertext to gaming to branching YouTube videos.
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    I feel sheepish for not tagging this to our group when I saw it months ago, but thanks to Ed for remedying that. :) I wish I had the skills in infographic production the author has, but it reminds me that enriching your argument with different media forms is becoming more and more essential.
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    This might be a good time for humanists to identify a bunch of easy, low-cost tools for that. Like Wordle.
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    Agreed, Bryan. There are quite a few low-cost (in terms of learning curve and the general attentive economy) visualization tools that we could all learn to use more frequently. I've been playing again, after a break of a couple of years, with Dipity, for instance, to generate timelines. Word clouds and mind maps might be forms with applications in discussing digital storytelling in games and other media.
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Watching violent TV or video games desensitizes teenagers and may promote more aggressi... - 4 views

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    Hmmm. I'd like some expert opinion on this...
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    Well I wouldn't call myself an expert, although I _have_ looked at this issue several times before with students. The usual elements are here: very small sample size, heavily controlled experiment, undefined categories ("low," "mild"), and murky description of the results (although that could definitely be the fault of the journalist reporting the findings, too). However, these are all possible issues with any social science experiment. There are some other things that often come with media effects specifically. If you haven't seen David Gauntlett's "Ten Things Wrong with Media Effects Research," it's worth a look: concise but packed with criticism (and easy to use in class). http://www.theory.org.uk/david/effects.htm Otherwise, to me this sounds like the same research that occasionally comes out about games and violence, and has been so for at least a decade. The new wrinkle here could be the MRI readings, and I'll admit I'm no expert there either. But given the limited degree to which science really understands the relationships between thought, behavior, and brain activity, I'm not sure the correlations they're showing in the evidence are all that helpful either.
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    I don't have much to add to Brett's fine comment. Yeah, this is part of a kind of study which shows that well-produced media tends to elicit emotions. Er, yes. There are some hilarious stories about porn like this. But yes, the big deal is MRI, over time. I don't know if the rest of the boys' experience has been successfully gapped out.
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    MRI will maybe change things. Not for the better, I fear. I'm watching the emerging field here: http://www.diigo.com/user/edwebb/neurocinematics
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How not to teach games in the humanities - 2 views

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    Very interesting discussion of problems with teaching gaming in humanities classes: student resistance, backwards scaffolding.
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World of Warcraft Invades Language Arts Class - 2 views

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    via @josholalia
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Video game watchdog shuts down, victim of economy - Yahoo! News - 2 views

  • National Institute on Media and the Family
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    I'm surprised nobody stepped forward to support this group. Surely conservative family groups would back this?
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    I know, right? Perhaps their work is done.
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Excessive internet use linked to depression, research shows | Technology | guardian.co.uk - 0 views

  • a small proportion of internet users were classed as internet addicts and that people in this group were more likely to be depressed than non-addicted users.
  • The mean age of the 18 internet addicts, 13 of whom were male and five female, was 18.3 years.
    • Ed Webb
       
      They found 18 adolescents who are somewhat depressed? Astounding!
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    I call bullshit. Yes, you heard me - bullshit.
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Game modding in class - non-digital - 0 views

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    Nice example of game modification, using cards.
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Solar System Builder | Known Universe- National Geographic Channel - 0 views

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    That's a cute thing to play with. Could use in class pretty easily.
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Virtual Worlds, Simulations, and Games for Education: A Unifying View - 2009 - ASTD - 0 views

  • It is more useful, and perhaps more complete, to see virtual worlds, games, and simulations as points along a continuum, all instances of highly interactive virtual environments (HIVEs).
  • The ease with which the children in the pool, the students in the virtual class, and the pilot in the flight simulator move from exploratory virtual-world behaviors to structured but simple games to taking on rigorous simulation challenges illustrates both the differences across these three instances and the connections that link them. It is only by building from open experimentation to increasingly rigorous rules, structures, and success criteria that children learn transferable water survival skills and pilots learn critical flying skills.
  • A virtual world will not suffice where a simulation is needed. The virtual world offers only context with no content; it contributes a set of tools that both enable and restrict the uses to which it may be put. An educational simulation may take place in a virtual world, but it still must be rigorously designed and implemented. Organizations routinely fail in their efforts to access the potential of virtual worlds when they believe that buying a virtual world means getting a simulation. Likewise, a game is not an educational simulation. Playing SimCity will not make someone a better mayor. Some players of, for instance, World of Warcraft may learn deep, transferable, even measurable leadership skills but not all players will. The game does not provide a structure for ensuring learning. Just because some players learn these skills playing the game, that does not mean either that most players are also learning these skills or that it should be adopted in a leadership development program. Conversely, a purely educational simulation may not be very much fun. The program may have the three-dimensional graphics and motion capture animations of a computer game, but the content may be frustrating. Specific competencies must be invoked, and students' assumptions about what the content should be, likely shaped by their experiences with games, will be challenged.
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  • One example of the commonality across all HIVEs is the need for introductory structures. These asynchronous, self-paced levels or locations allow students to learn and demonstrate basic competencies in manipulation, navigation, and communication before moving on to the "real" exercise.
  • the need for communities around games and simulations
  • Virtual environments provide a natural way for people to learn by nurturing an instinctive progression from experiencing to playing to learning; instructors should encourage the shifting across experimentation, play, and practice in which students naturally engage. In fact, instructors can exploit that behavior by providing stages that accommodate each stage. Light games and self-paced introductory levels can be used to get students comfortable with basic concepts and the interface necessary to exist in the virtual world, and the complexity can be increased to encourage students to move on to play and practice stages.
  • While best practices in content structuring may be transferred from stand-alone educational simulations to virtual world-based simulations, metrics and learning objectives for the different contexts should be different. Learning objectives and assessments around games, for instance, should be focused on the engagement, exposure, and use of simple interfaces while those for educational simulations should measure the development of complex, transferrable skills.
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    via @timbuckteeth
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Kill Screen - Folk Game Story Corner: The Game With a Hat - 2 views

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    Simon Ferrari now writing for Kill Screen. Entertainment likely.
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    Awesome. Think I'll play this with my Games class next Friday; maybe we'll use game titles instead of celebs. And I'll be sure to pretend I'm thick if one of my neighbors gets too far ahead of me on points. (Also, am glad Kill Screen exists.)
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