OK, so I’m throwing up my notes from the 2010 Games For Change Conference. In the interest of time, everything is going up raw, unedited, maybe with a little bold here and there for readability. In time, I’ll clean everything up, but for now it’s all rough.
Considerations at CCT–Pedagogy, domain, school, medium, and age
Designs for ordinary schools and teachers and reluctant learners
Working on 7th grade science and literacy games
Focused on educational need–what will help teachers in a classroom? In this case, popular misconceptions–the research will focus on can the game dispel a particular misconception?
Initial game designs for photosynthesis game permitted (accidentally) the player to succeed without ever learning abut photosynthesis
Next game idea focused on metaphors, moved away from reality, instead focused just on chemical change
All this is fodder for PFL, game produces a visualization and experience of a phenomenon that can be unpacked by a teacher
The role of the instructional designer is to take all these different interests and foci, see the affordances of the medium (in this case DS games) and decide how it can support current educational practices.
He’s the “The best way to predict the future is to invent it.” – guy
In 1968, talked with Seymore Papart and drew a sketch of kids working on laptops designing a versio of Spacewar.–40 years later, here we are
Big A.C.’s bangin quote “Any sufficiently advanced technology is indistinguishable from magic.”
Most people basically use computers and the internet to admire their own reflections (like a monket with a shiny brass microscope”
Anthropologists have noted about 300 human universals–some of these universal cultural characteristics seem to be genetic
Make a technological amplifier for any of these universals and you’ll become a billionaire
Non universals: progress, writing and reading, deductive abstract math, democracy, slow deep thinking, model based science, etc.
We’re naturally inclined to remember and case based reasoning is universal, but other types of thinking are not universal
Schools seem to be designed to deal with non-universals–the things we’re not wired for
It may take a genius to invent a non-universal, but then almost anyone can learn them and think in that way once discovered
Science: the process of developing and testing increasingly accurate models
Looking at school we see a phenomenon like Guitar Hero, tech glommed on with no real learning.
Rocky’s Boots–amazing old Atari Game
Robot Odyssey–another amazing old Atari Game
Games today are generally the wrong pace and about the wrong ideas–too much about universals, not what education should be about (non-universals)
One person asking questions says that games based on feedback loops instead of branching structures may be better for learning
Katherine Isbister – NYU Poly
Games are customiable, provide rich data, and are popular with kids so should be good for learning
Unfortunately, it’s incredibly easy to make terrible games
So, G4L! is trying to develop useful theories for making good learning gmaes
Trying to get best practices from commercial developers – interviewed 41 professional game developers and reserach-practitioners mostly at professional events
Focus on design tactics
Donald Schon’s “The Reflective Practitioner”
Found recurrent recommendations, and now has a massive archive of these interviews
Key concepts include:
Fun – hate the term engaging, and think most learning games are crap
Polish – most learning games not polished enough
Mechanics aren’t ‘bolted on’ – learning games fail to integrate learning and mechanics
Inviting commercial developers to critique learning games
Katie Culp – CCT
Looking at building research into the front end of game design–designing based on who the audience is
Looking at building inquiry skills in middle school students
Too many games make assumptions about student/player thinking skills without considering where kids are developmentally
Kids at this stage have trouble recognizing what they don’t know/what they need to learn
In order to understand this, formative research–a type of research pioneered by Sesame Workshop is useful.
The methodology is very early in the design process use activities and content that’s central to the game concept and bring it to kids to play with
This does not create broad understanding, is not like a RCT, but does allow particular insights into specific audiences’ specific thinking
Researcher may already have an understanding based on the literature about kid misconceptions, but formative research brings forth the specific language and cognitive associations and ways of thinking.
Greg Chung UCLA/CRESST/CATS
How can meaningful information be extracted from a high volumen low quality data set? (I’m paraphrasing, may be off)
Developing math game focusing on fractions and addition of fractions
Worked with USC to develop game ideas and what gameplay info will show player understanding of fractions
Sorry…Zoned out here
Jan Plass NYU/G4LI
Looking at design patterns for good learning
Building Augmented Reality games for science learning, Adventure games for science learning, math games,
Looking for general solutions to commonly occuring problems in learning game design
–Strong narratives provide sufficient incentive to solve hard puzzles
–One challenge is we don’t know how to measure engagement well–behavioral, cognitive, social, and emotional
Individual engagement–self report, survey, interview, biomentirs, video observation, user logs
group engagement–video observation, classroom observation, user logs
One challenge is that studies on a certain scale it becomes impossible to always observe
Requires Theoretical model of Interactivity – some paper with plass, schwartz, and another guy
Using a lot of bio data to measure enegagment
Important: triangulation–each measurement only measures a certain kind of engagement in a certain context, and a theorietical framework is needed to tie it all together–but it’s still setting, task, genre, and platform specific
Ushahidi – Crisis Mapping
Interested in using games to improve crisis mapping
So far the mapping has been massive manual information. Trains tons of people to use the platform, received info from texts from haitians and then crowdsourced translations.
Interested in how services can be microtasked, turned into Human Intelligence Tasks manageable through Mechanical Turk or WoW.
Wants to develop altruism scores, re-vision labs and going from crowdsourcing to playsourcing.
Richard Lemarchand lead designer for Uncharted 2
Charles Dickens knew first hand how crappy 19th Century London was. He wove comedy and tragedy, chifhangers, but he didn’t sermonize or offer solutions. As Orwell said, “He managed to attack everybvody and antagonize nobody”
Max and the Magic Marker
Good game story telling is very challenging-all the challenges of normal narrative plus the unique structure of games
Challenge is to align the peaks and troughs of gameplay experience with narrative peaks and troughs
Dickens of games is probobly not a single person but a collaboration
Jessica Hammer – game designer/reseracher
People tend to lie about who they are. Really, people lie about everything, like all the time. “Social desirability bias” We want to look appealing to others.
As a designer, you must take SDB into acount. With games for change we want games to be processing deeply. With SDB, though, people are often doing what they think they should be doing, behaving how they think they should be behaving, and so they will be less likely to really think about what your trying to communicate. If your game is about telling people what they should be doing, it will not be received.
Give people legit choices, make them balance one social good against another, give them challenges about how much, when, etc.
Ntiedo Etuk – Dimension U – a portal to educational games
“Student -Centric Learning”
Trying to make learning a lifestyle
Games are good for learning. Kids are not
African Americans and Latinos actually play games more than white kids
Games designed so kids need academic skills in game, but can access resources in real time to help their problem solving.
Brian Reich – Managing Director some media company
Why is what we’re doing not working? –good question
Expectations for what people have for games is determined by everything out there–shoe commercials, music etc.
We don’t understand our audience well enough
We need to understand why people play other games? Why do they like them?
We need to work with people of various skills.
We need to stop typing what we’re hearing because it seems inconsequential.
Too many words on powerpoint slides.
Jane Pickard–Foundation 9
Designing for the total limbic games
We used to ask what does the player do, now we ask what does the player feel while doing it?
Games are good at stimulating reptilian and neo cortex, but less good at stimulating limbic system (love, emotion)
In most games, if there’s love, it’s like discovering a love story written for you
Dragon Age is complex enough that it feels legit
Designing for love/What to do on a first date:
Make player smile
Adreniline-filled moments
Let the player express herself
Allow for vulnerability
Love is a battlefield and there’s a lot of room for conflict
Rob Dubbin – writer the Colbert Report
robdubbin@talkingpet.org
Aphorism = a constraint on reality
Game design is a constraint on reality
Any aphorism can suggest a game design.
Elegance can yield complexity if you poke it enough
Games 4 Change Korea
Running out of battery! Emergency Incomplete Post!
OK, so for this panel we have two hipster/nerd white guys and a woman in army fatigues. Interesting.
Kurt Squire
There’s a gap between the legacy institution of schools and modern technology. Handheld devices will radically change schools. The Generation Mobile study is significant in terms of explaining how pervasive mobile device use is among kids. Kids today almost all have mobile devices and access the internet via them, and multitask on them to cram more media activity into less time.
Right now, schools ban mobile media (which is an unsustainable decision) and the solution is instead to encourage media multitasking and different educational tasks for different students.
Squire and his team worked in an alternative school with 12-18 students, but with that caveat, the experiment was very successful,they saw very pro-social behavior, the devices amplified learning.
Devices amplify subject interest, self, social network and learning.
With mobile devices students are multitasking in interesting ways and combining the affordances of different apps in creative ways.
Students talked about using Facebook to escape from school clicks. Kids use mobile device to take advantage of teachable moments and participate in the adult world in new ways (give directions to mom using gps when she’s lost).
Games!
Neighborhood game design project–integrated course in a design studio context
Started with place based inquiry, game design, and collaboratively building an ARG. Used the context of working with city planner, learned about the challenges of this field, and then went to game design studio–learning game design process, then applying it to their city. Kids decided to make a game about a bike path behind their school being paved. Interesting process was that while they disliked the change before starting the process, by the end they understand why the government did what they did.
Devices can leverage learnign not anywhere anytime, but rather specific places.
Arisgames.org–platofrm for developing iphone arg games.
Made a game about Lake Wingra, and tried to build in some transgression, but in fact none of the kids wanted to transgress (destroy the lake) only wanted to save it.
Kids in 5th grade made a game about a destroyed neightborhood and then drafted and got passed a city resolution
Interested in helping kids learn to be community organizers
Ken Perlin
“We have an entire society dedicated to putting people into pigeonholes” “You’re an artist, scientist, engineer, designer”
We establish dialectics between exploration and implementation, analytic and asesthetic, when in fact all people have these abilities within them.
Maybe in the future we’ll all be more in virtual reality.
Just called an iPad a book. We’re seeing the proliferatino of digital books, which eventually will all have cameras so that they can facial recognition.
Technology always ends up converging with magic. devices shouldn’t take over our lives. Future shouldn’t be about the machine, but about how we can connect.
People who ask the right questions get to the future first.
Shit yeah! talking about Diamond Age. In the primer, the book only works because there’s a person behind it–not AI. Kids love toys and games but will always respond best to mentors and humans.
Humans are wired in some way to diferentiate between human and not human but acts human–we have limited/no empathy towards artificial intelligence.
As long as you create a compelling charachter, media will converge around it.
All tech has an exponential phase, but eventaully levels off. Whatever is exponential now wil llelvel off and what’s interesting is the things just starting.
“In the future we will still play with plastic dinosaurs, but my hope is we’ll get to keep doing it all our lives.”
Army Brigadere General Lorree K. Sutton
I’m having a hard time. We’re getting some “next greatest generation” stuff here about the nobility of service in the military.
“Perhaps the ultimate wound is the one that makes you miss the war you got it in.” Sebastian Jung. “If that’s true, perhaps the ultimate war game is the one that compels us to return to the scene of the battle,” and acknowledge that wound and move towards healing. “Being together virtually is far more real than being together face to face.” Really?
This lady is hoo rah! all the way. And yet, believes that mental health for soldiers requires moving from “suck it up” to treatment and ommuninty involvement, and reaching out for help is an act of strength.
Sesame Workshop working with the military to help families grieving or adjusting to suffering.
“Theater of War” bringing Greek warrior ideals to life in a way to help soldiers.
Honestly, I have no idea what the hell is being talked about here. We’ve heard the phrase “down range” about a dozen times, which seems to indicate a place where armed conflict takes place. I understand that there are games trying to help soldiers deal with mental health issues, but I know that going in to the talk and I’ve heard virtually nothing of any substance about these.
Sutton has been following war games over the years (down on one knee speaking into the mic like Elvis on stage). Is scared by the latest generation of war games. Brainstorming with Alan Gerschenfeld about how to make war wounded characters from these games and bring them to a space where they can learn about psychological health. Say what?
I got nothing against individual soldiers, but let’s be clear here: These wars we are engaged in (which are not even official wars declared thourough Congress as is mandated in the Constitution!) are tragedies justified by lies. They are destroying millions of lives, they are economically damaging our country, they are perpetuating a culture of fear and justifying the loss of our civil liberties.
OK, so I tried doing this yesterday and it didn’t work at all, but I’m going to attempt to liveblog the conference today. Sandy D. just walked on stage looking pretty spry I must say. Now she’s making grandma jokes about her lack to tech literacy, but has become an advocate of games because she’s seen them work with Our Courts.
She’s saying our government only works when people understand how the government works. Citizens need to be educated about civics every generation. Public schools were founded to teach civics (really?), but now only half of the states require civics for high school graduation. This is a crisis. Native born citizens couldn’t pass the immigration test (good point). She’s railing against old boring civics education from the 60s and dumb old big textbooks.
One of the unintended consequences of No Child Left Behind was that by offering money for reading, math, and science, schools dropped their focus on American History and civics.
Sandy D loves Jimmy G “He’s a genius in this field.”
As someone who grew up on a farm, she’s more interested in things that work than things that are beautiful, but maybe Our Courts is both (uh, maybe).
Our Courts was meant to help teachers liven up their teaching and the results have been shockingly good. Now it’s called iCivics and there are tons more games planned for different branches of government. It’s very challenging to get the games in schools because every state has its own bureaucracy.
OK, so I really don’t have much analysis for Justice O’Connor’s talk. She complained about the lack of civics knowledge in the US (valid) cheered the educational potential of games (good) and said she wants a game that makes kids care about nature (nice). Not a lot of controversial statements here. I’m not in love with the iCivics game suite, but in the grand scheme of games for change it’s fine, and I look forward to seeing what else they come up with. OK, that’s it.
Last Wednesday I had the opportunity to baffle a media studies class full of 19 year-olds by claiming that I was going to talk about video games and then rambling for an hour about magic circles, mancala, Yoko Ono, and the great sport of chess boxing. I had a good time anyway, and I promise that in the next couple days I’ll post a summary of my talk complete with a selection of the beautiful slides from my power point.
Prospect Magazine has a column by Julian Gough that is so ludicrously stupid I found it painful to read and impossible to do more than skim the last third. It’s another screed against public schooling and for education solely through home gaming. This article lacks the merit to warrant a complete, well thought out analysis so instead I’m just going to pull some of the choice quotes and briefly comment on why they are incredibly dumb. Finally, for the record, I realize that Julian meant this piece to be humorous and uses hyperbole in that effort, but it just doesn’t work.
(As a criticism of educating kids together in school buildings) “We no longer force adults to work in Victorian workhouses. So why do we force children to learn in Victorian schools?” That’s right, we don’t work in workhouses. We work in office buildings with lots of other people. Or just a few other people. Regardless, we still work primarily in groups in shared physical space. There is value in having this experience as a young person.
“Monitor the brain activity of a kid in a maths class—nothing going on.” What a grossly ignorant statement.
“If governments can regulate toxic chemicals in food, they can regulate computer games—which don’t have to be toxic.” I find this offensive for political rather than educational reasons.
Naming successful educational mainstream games Julian refers to Spore as “the evolution game.” No, actually, it’s more like the intelligent design game Spore. It may be a fun game, but it’s no biology textbook.
“Trying to turn children into literate, creative, flexible free thinkers by adding things to the national curriculum is like trying to transform witches into Christians by piling ever-heavier rocks on their chests.” This is actually a nice simile I can appreciate. The eduational standards system is totally out of control.
“Every society in history, until ours, trained and taught its youth through totally immersive gameplay and storytelling.” What? Can I get a citation for that little factoid? Have you studied the educational system of feudal Japan? Ancient China? Midieval Europe? Ever heard of apprentices?
I’m sorry folks, there is no magic fix for the education system. Game based learning is great, handheld devices are great, but they can’t heal the gaping ignorance chasm that’s swallowing our country. If we’re going to deal with the glaring, tragic flaws of public education we need to stop fixating on magical gadgets and ask difficult questions about the status of teachers in our society and what the real purposes of education are. Also, directing a couple hundred billion dollars from the DoD to the DoE wouldn’t hurt either.
I tried writing a response to Jeff’s TEDxNYed presentation but it kept sounding really curmudgeonly and bitter. And boring. So, you should probably just go read his blog post yourself and we can kvetch in person.
Jeff Jarvis
TEDxNYed: This is bullshit
This is one of the few parts I liked:
Instead of giving tests to find out what [students have] learned, we should test to find out what they don’t know. Their wrong answers aren’t failures, they are needs and opportunities.
But the problem is that we start at the end, at what we think students should learn, prescribing and preordaining the outcome: We have the list of right answers. We tell them our answers before they’ve asked the questions. We drill them and test them and tell them they’ve failed if they don’t regurgitate back our lectures as lessons learned. That is a system built for the industrial age, for the assembly line, stamping out everything the same: students as widgets, all the same.
But we are no longer in the industrial age. We are in the Google age. Hear Jonathan Rosenberg, Google’s head of product management, who advised students in a blog post. Google, he said, is looking for “non-routine problem-solving skills.”
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