Group items tagged

This article examines how to best create flow experiences in video games. The author argues for 1) including a variety of gameplay activities, 2) allowing players to play at their own paces, and 3) letting players make choices.

This article discusses play in virtual worlds (focusing on World of Warcraft) with an emphasis both on the learning that takes place and the engagement. You'll have to log in with your Harvard ID to get the article, FYI. "Our observation showed that players are motivated by the game's scope, rules, and scenario to create and participate in virtual communities, and share their knowledge with others, while newcomers are encouraged to engage in collective actions, and develop their skill base. We also found that although current MMORPGs have not been designed as instructional tools, they provide an excellent fantasy environment for intrinsically motivating learning, where players can experience the elements of challenge, curiosity, and control [30]." "People engage in pervasive games that use the best of two worlds, the virtual and the physical, in order to offer to its players the sense of maximum enjoyment."

This longer gamasutra article talks about Macro Flow and Micro Flow, complete with Csikszentmihalyi's flow diagrams. "Macro flow is the constant rise in difficulty to compete with the player's increasing skill level, maintaining the balance between boredom and anxiety. Macro flow refers to the entire gameplay experience from the beginning of the game until the end, and having a good macro flow will likely result in constant interest and intrinsic motivation on the part of the player throughout the course of the game." "Micro flow is short intense periods of flow that happen frequently, as well as the constant adaptation of the game's challenges to the player's increase in skill level. It is perpetuated by repeated successes in rapid succession, which provides positive emotional and tangible feedback encouraging the player to continue in the micro flow; this is known as a virtuous cycle."

Thanks for posting, Stephanie. I wonder if these instances of "micro flow' interfere with a gamer's chances of experiencing macro flow. I'm imagining instances of micro flow to be like interesting pit stops along a road trip, while macro flow would be equivalent to the exhilaration of cruising down an open road without any interruption. Not sure if that's the right way to think about it though...

It's had a great run, but two things players complain about. 1) Expensive compared to other free games 2) It's just not fun anymore

Coach John Wooden talks about motivating and engaging his students and players. In giving students autonomy and control over their learning, it is sometimes important to focus on small details too. This could be as simple as being punctual, but it goes a long way in building self-discipline.

This Kickstarter project aims to fund a standards-aligned history board game that engages students. The free companion web application will track students' progress, allowing for differentiated instruction while making the game "fun to play again and again: as players answer question cards, they earn badges and can unlock new careers and powers. The game becomes a story, a competition, and a World History simulation with limitless possibilities."

"In his book, What Video Games Have to Teach Us about Learning and Literacy, James Paul Gee derives a set of learning principles from his study of the complex, self-directed learning each game player undertakes as s/he encounters and masters a new game. He suggests that adherence to these principles could transform learning in schools, colleges and universities, both for teachers and faculty and, most importantly, for students."

I came across this great question posted in Quora. One of the responders, Anne Halsall listed structured narratives, diverse hand- drawn animation, more difficult puzzles (less hints), and a single-player experience as hallmarks of 90s adventures games. The highlights of these adventure games are a stark contrast to the conditions, at least according to Gee, that make video games useful learning tools (e.g.,open-ended, immediate feedback, opportunities for socialization). This lead me to wonder, are the trends in contemporary game design driving engagement theory, or is the research driving game design?

Another Game for Learning- Plantville.

Massively Multiplayer online game were gamers create federations, alliances, etc. and the world is directly influenced by these large corporations and groups that are entirely player driven. Here, as in MAG, social interaction is not an ancillary element but critical to gameplay.

First off, I really stopped playing the major video game titles after I beat Super Mario Bros. II. It took me like 4 months to best Bowser, but once I did and the world pretty much remained the same I lost interest. Still, I cannot say all the new games that have come out recently don't peak my interest. The problem, I have been out of the gaming loop for so long now that I am at a serious disadvantage whenever I play. The controllers have become so complkicated and sensative that I spend most of the initial induction just trying to figure out what the hell I am supposed to do, and what combonation of clicks and toggles prompts the desired effect. Nintendo's Wii however seemingly streamined the learning curve as my body was the primary controller. Sony is now prepping to launch an entirely new controller protocol that uses the functions of the handheld even less. It might even eliminate the need for a controler all together...all body, all movement are calibrated and support the players avatar.

Touting how addictive a video game can become for players is an interesting selling point. I am thinking it means, fast highs, quick death (of avatar, etc) and replayability. I would describe THE MORON TEST available on iTunes as having those addictive qualities.

"The MMO will also be designed to promote "science, technology, engineering, and mathematics learning," and NASA intends to allow it to actually offer course accreditation to players. "

In order to progress in the game of The Lost Army of Fu Shi players must answer multiple choice questions regarding business studies, geography, science, etc. to get more time to "play" .

I agree that some students may be more musically inclined but will integrating music into all aspects of the curriculum, as the article suggests, really help students learn?

Thanks for sharing Sandra. I think it depends on how well the teacher designs the activity. It also depends on how the music is used. For example, music in a game is really important, but it's in the background. So the player doesn't really pay attention to it, until it's turned off. I think music can really help us learn, but it depends on the context in which it's used.

Thanks for this link, Matthew, and for the comment on it, Sandra! I think that music is a great avenue for learning. From personal experience, I seem to study better and with more focus and future recollection when music is playing in the background. It would be great to see if music truly does have a connection with the acquisition and recollection of knowledge.

For those who are interested in the discussion of ethics, politics, citizenship, this seems to be a potential platform for more public engagement! 

An interesting article about how games like WoW increase intrinsic motivation by allowing modifications to the game (or mods). The participatory culture also promotes a sense of collaboration and service to other players, hence increasing the sense of value-addedness to the activity.

'DU The Math' (http://www.duthemath.com/) is an educational game and this competition touts prizes and pop stars. Interestingly, the reporter asks important questions, such as : But is competition between students the best way for educational gaming to increase its penetration into formal K-12 education? Or would game makers be better served to focus gaming on competition between the student and him or herself, especially for players who are struggling to keep pace with class and feel left behind?