Shared Design Spaces: New Media, Games and Learning: New Media Centers June 2004 Vancouver, B.C.
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Transcript of Shared Design Spaces: New Media, Games and Learning: New Media Centers June 2004 Vancouver, B.C.
Shared Design Spaces:
New Media, Games and Learning:
New Media CentersJune 2004
Vancouver, B.C.
Simon Fraser University
• Jim Bizzocchi, School of Interactive Arts and Tech.
• Brad Paras, School of Interactive Arts and Tech.
• Dr. Dave Goodman, School of Kinesiology, P.I. Concussion Project
• Dr. David Kaufman, LIDC, P.I. SAGE Project
Design Spaces
• To design is “to turn existing situations into preferred ones…”
- Herbert Simon
• Are there relationships between the design of:– New Media– Games– Learning
Overview
• New Media Design
• Relationship to Learning
• Game Design
• Games and Learning
• SAGE Project
• Concussion Project
Some selectedNew Media Theorists
• Jay David Bolter & Richard Grusin– Remediation
• Lev Manovich– The Language of New Media
• Janet Murray– Hamlet on the Holodeck
Murray’s Propertiesof Digital Environments
• Participatory
• Procedural
• Spatial
• Encyclopedic
Murray’s Pleasuresof Digital Environments
• Immersion
• Agency
• Transformation
New Media and Learning?• Multimedia Principle (R.E. Mayer, 2001)
– Retention– Transfer
• Seductive Details (Harp and Mayer, 1998)– interesting but irrelevant adjuncts inhibit learning
Game Design • Rules of Play
Katie Salen
Eric Zimmerman
MIT Press, 2003
• I have no words, I Must DesignGreg Costikyan
<www.costik.com/>
Rules of PlayKatie Salen & Eric Zimmerman
• A game is…
– system– players– artificial conflict– rules– quantifiable
outcome
Rules of Play
• The “Magic Circle”
• Meaningful Play
• Levels of Interactivity
• Modes of Interactivity
• Game Schema
Rules of Play
• The Magic Circle
– “Lusory” attitude– commit to game
experience and to the game-world
– suspension of disbelief
Rules of Play
• Meaningful Play
– Discernible– Integrated
Rules of Play
• Levels of Interactivity– interpretive interactivity
– utilitarian interactivity
– designed choice
– macro-interactivity
Rules of Play
• Types of Interactivity
– embedded
– emergent
Rules of Play
• Game Schema
– game as rule
– game as play
– game as culture
Greg Costikyan:What is a game?
• Decision making
• Goals
• Opposition
• Managing Resources
• Game Tokens
• Information
Greg Costikyan:What strengthens a game?
• Diplomacy• Color• Simulation• Variety of Encounter• Positive Identification• Roleplaying• Socializing• Narrative Tension
SAGE Project
• Simulation and Advanced Game Environments
• Health Sector Education
• Project Leader: David Kaufman
• Project Co-Leader: Louise Sauve
• Fully bilingual national research network
• 20 researchers, 10 universities, 15 partners
SAGE Project
• Two conceptual domains– Conceptual Foundations– Methodologies of Tools
• Three structural domains– Games– Simulation-Games– Simulations
SFU Concussion Project• SFU Kinesiology Department
• Dave Goodman - P.I. - Kinesiology
• Phil Winne - Education
• Three Objectives:– Quantify– Assess – Educate
SFU Concussion Project• Education: Test use of Electronic Games
– Symptom Shock– Heads Up Hockey– Ice Hockey 3D
SFU Concussion GameSymptom Shock
• Tetris
• Hockey scoring metaphor
• Learning content not integrated into game mechanics
SFU Concussion GameHeads Up Hockey
• Single player game
• Mimics 3-on-3 hockey
• 2 roles: player and coach
• Content built into game mechanics
SFU Concussion GameIce Hockey 3D
• 3-D first-person multi player hockey game
• Mimics real hockey experience & POV
• Content integrated into game play and representation
Relevant models
• Malone and Lepper (1987)– Challenge– Fantasy– Curiousity– Control
• Csikzentmihalyi: Flow Theory– Challenge and Skill– If not in balance => anxiety or boredom– If balanced => State of Flow
Issues - 1• How can games and simulations support
learning?
• How do differing models and representations of games and simulations affect learning outcomes?
• What is the role of narrative in:– Enhancing game play– Supporting Learning
Issues - 2• How to maintain game variables (challenge,
balance, winning states) in educational context?
• Should educational games incorporate the learning outcomes within the game design?
• How can educators afford the development of well-designed learning games?
• What are the appropriate roles for competition and for collaboration in educational gaming?
• Other educators using games?
• Critical issues?
• Develop a broader discourse?
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