Losing Presentation 8 09

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  • Introduce self (ARGs, CivIII, MML, WoW study, RTR, Leadership Ed)
    Talking about losing
    1) Losing takes a beating,
  • 4) Perception of “Losers”
    Images of gaming and loss in popular culture...
    Are there other models? What might productive losers look like?
    Current research suggests other images
  • impending loss
  • Games are voluntary
    Challenging
    Immersive
    Define “Gaming”
  • Total community game participation... utility bill
    Third spaces, community life.
    Persistent community life.. the new watercooler.
    Notice that the games don’t “die”
    Who is gaming? Are all kids buying in?
  • ...Games are breaking out of the computer desk.
  • Surprising number of adults!
    Amazing inroads in Wii (Phy.Ther, Seniors, Family)
    comparaitive
  • The learning strategies and psychology of gaming is proven in practice...
  • ...our question is How?
    and maybe seeing a vision for learning based on play and loss mechanics.
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
    3) High-stakes testing as a time manager and pressure cooker
  • Redundant, ever increasing “impending loss” games.
    $ limitations
    Limited audience (King of Kong)
    “Heavy” Penalty... and then...
  • Redundant, ever increasing “impending loss” games.
    $ limitations
    Limited audience (King of Kong)
    “Heavy” Penalty... and then...
  • Replayability
    Endless “lives”
    Shift in how we “die” in games
  • Developed, even funny death sequences as part of the game
    but this meant you had to be able to “save”!
  • Pause/Saving the game
    Provided for partitions to the learning experience.
    +narrative
    +Cut scenes
    +Identity
  • Pause/Saving the game
    Provided for partitions to the learning experience.
    +narrative
    +Cut scenes
    +Identity
  • Pause/Saving the game
    Provided for partitions to the learning experience.
    +narrative
    +Cut scenes
    +Identity
  • importance of interrupted time in learning (sid Meyer)
    RTS, Shooters, and “phases” of game play cycle endlessly (most popular games)
    Highlighting engaging content, and reducing tedium with each release
  • importance of interrupted time in learning (sid Meyer)
    RTS, Shooters, and “phases” of game play cycle endlessly (most popular games)
    Highlighting engaging content, and reducing tedium with each release
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Feature --> Standard/norm
    Semiotic system or part of the discourse.
  • Part of the language of students today
    Creates a “balance mechanic” vs. “win”-”loss”
    Allows for complexity...
  • Massive information exchange and manipulation
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
  • Losing Presentation 8 09

    1. 1. break video
    2. 2. winning at losing lessons in gaming pedagogy Seann M. Dikkers University of Wisconsin - Madison Games, Learning, & Society Research Group Advisor: Kurt Squire sdikkers@gmail.com
    3. 3. iStan
    4. 4. iStan
    5. 5. M.I.T. Outdoor AR Engine GPS-Based Role-Based Map-Based Landscape Architect Wildlife Ecologist
    6. 6. 53% American Adults Play 2008
    7. 7. 97% American Teens Play 2008
    8. 8. how do they do it?
    9. 9. losing
    10. 10. losing Failure Anger Frustration Depression Novice
    11. 11. losing Failure Anger Frustration Depression Novice Final
    12. 12. losing Exploration Challenge Dissonance Endurance Expertise
    13. 13. losing Exploration Challenge Dissonance Endurance Expertise Te m p o r a r y
    14. 14. pathing
    15. 15. Intro Idea Practice Test
    16. 16. Paths and Outcomes: Choose Your Own Adventure #2: Journey Under the Sea Michael Niggel post, 2009
    17. 17. learner control
    18. 18. Tomb Raider Video
    19. 19. massive information loops
    20. 20. group coordination
    21. 21. Leroy Jenkins Clip
    22. 22. lifebars
    23. 23. vu Multiple models of feedbck
    24. 24. vu Multiple models of feedbck
    25. 25. removed win states better known as perpetual problem solving or layered goal setting or for our purposes.... perpetual losing
    26. 26. Coming to terms with your inner loser allows you to define success on your own terms.
    27. 27. Zoo Tycoon Clip
    28. 28. audience and expertise
    29. 29. feedback loops
    30. 30. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
    31. 31. educational implications
    32. 32. educational implications life bars advisors scoring (top ten) audience events/pop-ups peers
    33. 33. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
    34. 34. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
    35. 35. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access
    36. 36. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data
    37. 37. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative
    38. 38. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
    39. 39. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
    40. 40. winning at losing lessons in gaming pedagogy Seann M. Dikkers University of Wisconsin - Madison Games, Learning, & Society Research Group sdikkers@gmail.com twit: sdikkers http://web.me.com/seanndikkers
    41. 41. www.mobilemedialearning.org
    42. 42. -insert lit review here- Constructivism (Dewey) Distributed Cognition (Hutchins) Psychology of Play (Vygotsky, Bruner, Gussein-Paley) Gaming as a tool for learning (Jenkins, Gee, Squire, & Steinkuehler) Losing as Educational (Csikszentmihaly, Chen)
    43. 43. some findings
    44. 44. some findings spent more time. (Martin, 2008)
    45. 45. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006)
    46. 46. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee)
    47. 47. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML)
    48. 48. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML) frameworks for thought, semiotic systems. (Gee, 2005)
    49. 49. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML) frameworks for thought, semiotic systems. (Gee, 2005) Trajectories for participation. (Squire, 2008)

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