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Research Overview at UW-Madison in GLS group

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  • ...our question is How?
    and maybe seeing a vision for learning based on play and loss mechanics.
  • 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
  • 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
  • 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.
  • 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
  • Developed, even funny death sequences as part of the game
    but this meant you had to be able to “save”!
  • 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
  • Part of the language of students today
    Creates a “balance mechanic” vs. “win”-”loss”
    Allows for complexity...
  • video on Zoo Tycoon
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.
  • for ed, we can replace these strategies with classroom ones...
    ...plus add a couple
    Good teachers have done these things forever
    We’re just starting to make applications that can do these things digitally.

Transcript

  • 1. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
  • 2. AUGMENTED REALITY GAMING • Local Games Lab • Place-Based Adventures • ARIS: Engine Project • ARIS: Game Development • MML: Community Building
  • 3. INFORMAL LEARNING • Pop.Cosmo: WoW Boys • Pop.Cosmo: Tech Savvy Girls • Pop.Cosmo: WoW Science • Competitive Fandom • Music/Rhythm Studies • Immersive Literature Project • Critical and Ethical Reasoning
  • 4. DIGITAL LITERACIES • Youth Film Making • Digital Poetry • MML: Emergent Youth • Media Literacy & Youth • New Literacies in High School • After-School Game Clubs
  • 5. LEADERSHIP AND PRACTICE • SLG: Interactive Narratives • SLG: Teacher Evaluation Tools • SLG: Instructional Lead. Game • The Kid Grid • MMOs Leadership Studies
  • 6. GAMES AND FORMAL LEARNING • MML: Classroom Lessons • CivIII: YLA, After-School, FLVS Curriculum Development • WCATY World History • Language Development • PEOPLE Program • Urban/Hip-Hop Games
  • 7. GAME DESIGN • Gamestar Mechanic • Gamers as Designers • Mad Designers • ARIS: Gamejams arisgames.org
  • 8. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
  • 9. winning at losing how do they do it?
  • 10. Tomb Raider Video
  • 11. Leroy Jenkins Clip
  • 12. from Mark Chen Summer ’08
  • 13. ‘looped’ play
  • 14. feedback loops
  • 15. feedback loops
  • 16. feedback loops
  • 17. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
  • 18. vu Multiple models of feedbck
  • 19. vu Multiple models of feedbck
  • 20. iStan
  • 21. iStan
  • 22. feedback loops
  • 23. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
  • 24. educational implications
  • 25. educational implications life bars advisors scoring (top ten) audience events/pop-ups peers
  • 26. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
  • 27. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
  • 28. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access
  • 29. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data
  • 30. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative
  • 31. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
  • 32. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
  • 33. classrooms
  • 34. classrooms Differentiated Instruction Continuum Assessment Massive Data and Feedback (IEP) Game Mechanics Audience Connected
  • 35. www.mobilemedialearning.org www.mobilemedialearning.org
  • 36. winning at losing Seann M. Dikkers http://web.me.com/seanndikkers/ sdikkers@gmail.com