5th world otron


Published on

Published in: Social Media
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

5th world otron

  1. 1. New Title Slide - Chris
  2. 2. http://www.pong-story.com/odyssey.htm#P1 1972 “Ready or not, computers are coming to the people.” Stewart Brand, Rolling Stone December, 1972
  3. 3. http://www.wheels.org/spacewar/ First Joy Stick First Winner, Int ergalactic Spacewar Olympics Stephen "Slug" Russell at MIT. Other major contributors include Peter Samson, Martin Graetz, Wayne Witanen, Alan Kotok and Dan Edwards. . DEC PDP-1 assembler http://www3.sympatico.ca/maury/games/space/spacewar.html 1962 1972
  4. 4. Ready or not, “SUPER COMPUTERS” are coming to the people!
  5. 5. Network Games 3276% Change $22B in 2006 EA $2.85/$500M NCSoft $125M/$50M Atoms Bits 1,000,000 Subscribers paying $10 a month - Garriott
  6. 6. Network Games - First successful subscription model on net. Shift 3 – Stand alone games to network games. Flat rate retail to monthly fees.
  7. 7. The Growth of Video Games • U.S. Sales $3.2 billion in 1995 $10.4 billion in 2003 • 50% 0f all Americans ages 6 and older play video games! • 239 Million video and computer games sold last year in the U.S. • Forecasted AAG at 8 to 10 %
  8. 8. To be defined
  9. 9. To be defined
  10. 10. 1
  11. 11. Video games moved from the arcades to the living room Video games A brief history
  12. 12. Digital entertainment began driving computer hardware improvements
  13. 13. Enabling Games to become desktop simulations
  14. 14. Today games are a dominant force in personal technology innovation
  15. 15. May 1995 Today games are changing our culture October 1999 Children and young adults at the forefront of this technological wave are changing the fundamental constructs of personal technology, computer, and Internet innovation.
  16. 16. Games now influence the events they simulate
  17. 17. Games now influence the events they simulate
  18. 18. Games now influence the events they simulate
  19. 19. Games now influence the events they simulate Intertextuality There is a conversation happening between games and society and the outcome of this conversation is that games are directly influencing the world in which we live.
  20. 20. NOSE
  21. 21. Vienna University of Technology Players operate track switches and adjusting the speed of virtual trains to prevent virtual trains from colliding. Researchers Daniel Wagner, Thomas Pintaric and Dieter Schmalstieg
  22. 22. Through mixing realities, research is expanding the potential of embedded training in the field and in battle labs to provide integrated training anytime, anywhere. Advancements are being transferred across industries from business prototypes to hospitality training. Integrated research in tracking, registration, re ndering, display, and scenario delivery are expanding the possibilities of CONSTRUCTIVE simulation as well as after action review, and command and control visualizations.
  23. 23. First Person & Fidelity
  24. 24. Improved Target Acquisition System Trainer First Person & Fidelity
  25. 25. Time to Market
  26. 26. Games for… Games for Health Serious Games Games for Change Learning Games
  27. 27. Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
  28. 28. USC ISI and Tactical Language Training (ITSEC 2005)
  29. 29. NETC – 24 Blue (ITSEC 2005)
  30. 30. Case 4: Disaster Configurator for the Rotterdam Port Authority Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
  31. 31. Improved Target Acquisition System Trainer First Person & Fidelity
  32. 32. Talon Explosive Ordnance Disposal Trainer
  33. 33. Forward Observer
  34. 34. Nuclear, Biological, Chemical Reconnaissance Vehicle
  35. 35. Player is Incident Commander or subordinate crisis responder. Responds to events with choices that should mirror Department of Justice NICS doctrine. • Tactical Map set in player‟s home county • ICS “hints” throughout gameplay • Coordination and communication required for success • Full-scale training is unaffordable for small jurisdictions* • Permits widespread distribution to many users* *88% of all jurisdictions are considered to be small. Incident Commander Recommendation: Emphasize human-to- human computer mediated communication, interaction and learning.
  36. 36. Virtual U models the attitudes and behaviors of the academic community in five major areas of higher education anagement: • Spending and income decisions such as operating budget, new hires, incoming donations, and management of the endowment; • Faculty, course, and student scheduling issues; • Admissions standards, university prestige, and student enrollment; • Student housing, classrooms, and all other facilities; and • Performance indicators. Enlight Software, the Jackson Hole Higher Education Group, and the Institute for Research on Higher Education at the University of Pennsylvania (data), with support from the Alfred P. Sloan Foundation and the Spencer Foundation. www.virtual-u.org
  37. 37. Virtual-u.org
  38. 38. food-force.com Produced by the United Nations' World Food Programme, Kids join a team of emergency aid workers to save the fictitious island of Sheylan from starvation caused by drought and civil war. The team goes on six missions to help save the island. The additional missions cleverly use games to demonstrate how emergency aid teams acquire food, make food packs, deliver food and establish long- term food supplies.
  39. 39. Food-force.com
  40. 40. GlucoboyThe video game that runs on blood.
  41. 41. 2
  42. 42. How Have Video Games Changed the Learner? • Increased situational awareness (University of Rochester Study) • Improved pattern recognition and spatial processing abilities (UCLA Prof. Patricia Marks Greenfield) • Improved inductive reasoning, users “learn by doing” (Prof. Sherry Turkle, MIT) • Video game players are comfortable with processing large amounts of data. • Game players have an insatiable desire to “win”!
  43. 43. Games and the Digital Divide
  44. 44. Games and the Innovation Gap Builders versus Consumers Innovation GapWe must create a generation of critical thinkers capable of creating innovation! 80% of the top 500 companies are listing "Innovation" as one of the top three priorities in 2002 / 2003. (The Innovation Gap By Jim Kochanski, Paul Mastropolo and Gerry Ledford) Companies receiving the Most U.S. Patents in 2001 Company Number of Patents IBM 3,453 NEC 1,966 Canon Kabushiki Kaisha 1,877 Micron Technology 1,643 Samsung Electronics 1,451 Matsushita Electrical Industrial 1,447 Sony 1,392 Hitachi 1,283 Mitsubishi 1,210 Fujitsu 1,208
  45. 45. • In 2002 there were over 30,000 Counter-Strike servers • Second place was Unreal Tournament with about 9,800 • In 2004, GameSpy over 85,000 players playing Counter-Strike at any point in time • In 2004 accounted for almost 70 percent of the online FPS audience. • Over 4.5 billion minutes of Game provide the motivation, and tools to create innovation Example: The game „MOD‟ community Modder: Definition: An individual who modifies a game using tools either created, or provided, in order to create an entirely new gaming experience. CounterStrike™ Builders Innovators
  46. 46. Where are we now?
  47. 47. Games are taken Seriously Serious Games Definition: Games used for education, training, health, and public policy.
  48. 48. ISD meets games and they evolve IDSI‟s Game-based Learning Simulation Model™ (GLSM)™ integrates the benefits of games, simulations, and instructional systems design.
  49. 49. To create a new discipline Instructional Game Based System DesignIGSD™ Developing effective game-based learning is, to date, the most advanced application of learning theory to technology. Its intricacy and sophistication requires senior, academically, and experientially qualified instructional and game designers. (Marci Murawski, 2005)
  50. 50. Effective IGSD is a binary process Instructional Design Game Design “In a game based simulation Game Design and Instructional System Design MUST co- exist, each inter-dependent with the other.” Design SpecificationsConsequence Story Setting Rules Interactivity “Game Based Simulation”
  51. 51. Effective IGSD begins with sound Instructional Design Learner Design Learning Objective s Provide Design Specification s There is no COTS Solution
  52. 52. Effective IGSD ends with sound Game Design Design SpecificationsConsequence Story Setting Rules Interactivity
  53. 53. Context • Who • What • Why • When • Where Narrative Story & Setting Story & Setting Internal External
  54. 54. AssistiveEnabling Interactivity • How does the User interact with the machine? • How will the user interact with their environme nt when making Interactivity
  55. 55. Rules • Procedura l • Doctrinal • How To • How not to Rules IntuitivePlanFlexible
  56. 56. Consequence • Positive • Negative Consequence MeasurableImmediate
  57. 57. Instructional NarrativePersonal NarrativeExternal Narrative Multiple Narrative Approach Story & Setting Rules Consequence
  58. 58. Multiple Levels of Engagement Psychomotor Cognitive Affective ENGAGEMENT
  59. 59. Experiential Fidelity – Prepares the learner for the emotional states and sensory inputs that could impact “real-world” performance – Harnesses Mood Dependence (Your chances of remembering an event or fact are greater if you evoke the emotional state you were in at the time of experiencing the event or learning the fact) . – Low Risk Experimentation / Viewable Consequences Game Based Simulations Provide Experiential Fidelity
  60. 60. GamesGames™Intelligent Games become intelligent The next phase in game based learning is the game that will asses you and use that knowledge to dynamically and change the simulated environment to provide you with a tailored maximized learning experience. i intelligently
  61. 61. iGames adapt to the learner Learner ActionsBehaviors Actors And Avatars Environment Interface External Narrative Instructional Narrative Personal Narrative Dynamically Modify Intelligent Adaptive Learning IDSI‟s Model of Dynamic Adaptability in Game Based Learning™ Copyright 2005 IDSI
  62. 62. How do we measure success? • Tracking of learner performance • Capture all decision points for instructor review and assessment • Playable replay of simulation • Capture emergent learner behaviors for „Lessons Learned‟ Game/Sim Content LMS CMS
  63. 63. In Conclusion IDSI’s Game based simulations ! – Offer “cost effective” tools for developing strategic and critical thinking skills – Supports the “Digital Culture” – Bridges socio-economic divides in access and knowledge – Provides “Experiential Fidelity”, i.e. the whole experience
  64. 64. 3
  65. 65. GAME TEAMS Games have captured millennials imagination and time. Leverage the attention economy of games to develop next generation workforce. We need to pierce the veil of play and support game-based constructivist learning. Transdisciplinarity is the common denominator. Games NANO BIO INFO NEURO Game Builder = System Builder Educational Pull
  66. 66. Clarke Aldrich, Learnin g by Doing : A Comprehensive Guide to Simulations, Co mputer Games, and Pedagogy in e- Learning and Other Educational Experiences, 20 05 Games Simulations Pedagogy [Learning Games]
  67. 67. Note: You do not need a computer for any of this… Games Simulations Pedagogy [Learning Games]
  68. 68. What is the 5th World?
  69. 69. Digital Divide Low Socio-Economic Status Goldberg‟s Crew, Houston Community College
  70. 70. The Other Side of the Digital Divide Not Low Socio-Economic Status Ninja‟s Crew, Houston Community College
  71. 71. Millennials Not Low Socio-Economic Status
  72. 72. Female, 4, 8% Male, 46, 92% Average Age Respondent 15 Avg. Age Start Playing Games 5 Avg. Hours of Play Per Week 24 % Mod‟ers 34% Average Hours Mod'ing Per Wk. 5 Average Age Start Mod'ing 12 50 Game Camp Respondents to Date
  73. 73. Science MOD MOD‟ing MOD‟er Art SKIN SKIN‟ing SKIN‟er
  74. 74. Why do you modify games? 9 8 14 3 9 8 8 9 0 2 4 6 8 10 12 14 16 Playing Yes Playing No Learning Yes Learning No Show Yes Show No Better Yes Better No
  75. 75. Math Engineering TechScience What are they learning? ?
  76. 76. Math Engineering TechScience ARTS What are they learning?
  77. 77. Math Engineering TechScience TEAMS What are they learning?
  78. 78. 22 48 0 10 20 30 40 50 60 Graduate HS Graduate CC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey
  79. 79. Player Incr. hand-eye coord reaction time spatial visualization neuro-psych. tests visual attentiveness and mental rotation http://www.wehealnewyork.org/BI%20Surgeon%20teams%20up%20with%20Hollywood.htm James “Butch” Rosser, M.D., Chief of Minimally Invasive Surgery, Director of the Advanced Medical Technology Institute (AMTI) Beth Israel Medical Center in Manhattan According to Rosser‟s study, surgeons who currently play or previously played video games had a 37% reduction in errors and accomplish laparoscopic surgical tasks 27% quicker.
  80. 80. US Nano Soldier FCS 2020 defenselink.mil/news/Jul2004/n07272004_2004072705.html Game Builder – Nano Soldier
  81. 81. Neuro Evolved Robotic Operatives Agents cope with changing environments and situations, optimize resource management, and form adaptive tactical solutions in real time. Stanley, Bryant, Perry, Patterson, Gold, Thibault, Miikkulainen IC2 Institute: NERO Game Builder – AI for Sensors
  82. 82. Sys Admin
  83. 83. http://www.itsdocs.fhwa.dot.gov/JPODOCS/REPTS_TE/13599.htmlhttp://www.roadtraffic-technology.com/contractors/traffic_man/electrosonic/electrosonic1.html  BACK FLIP C4 Operations Centers Air Land Sea Space Cyber
  84. 84. REMIXING – Constructive media remixing TEAMS – Transdisciplinary communities of practice. SWARMING – Network socialization and learning (communal). GROUP – Global Generation? 1980 Emergence of the 5th World 198219641946 Boomers Generation X Millennials 46-64 65-79 82-Present 5th World 4th World = Digital Divide
  85. 85. Millennials Low Socio-Economic Status Goldberg‟s Crew, Houston Community College
  86. 86. Millennials Not Low Socio-Economic Status Ninja‟s Crew, Houston Community College
  87. 87. The toys we play with as children!
  88. 88. This study was funded by the State Farm Companies Foundation and by Dr. George Kozmetsky (1917-2003), founder of the IC² Institute. The study was designed and analyzed, and the report was written by a team at The University of Texas at Austin: Aliza Gold, Senior Producer and Researcher at the Digital Media Collaboratory, part of the IC² Institute Emily Durden, PhD candidate in Sociology Marjorie L. Kase, M.A. in Communication Shane Alluah, PhD candidate in Educational Psychology Ana Boa-Ventura, PhD candidate in Communication The research team would like to thank the participating schools and their administrators: Elgin Middle School Goodnight Middle school Miller Junior High Fleming Middle School
  89. 89. Low SES: More TV and More Video Games TV Games A. Gold, IC2 Institute, UT Austin, Forthcoming
  90. 90. A. Gold, IC2 Institute, UT Austin, Forthcoming
  91. 91. A. Gold, IC2 Institute, UT Austin, Forthcoming
  92. 92. A. Gold, IC2 Institute, UT Austin, Forthcoming
  93. 93. 0 10 20 30 40 50 60 70 80 90 100 High school or less Community college/technical College degree or beyond How Much Education do You Want? White African American Latino Other How much education? A. Gold, IC2 Institute, UT Austin, Forthcoming
  94. 94. 22 48 0 10 20 30 40 50 60 Graduate HS Graduate CC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey
  95. 95. Females Males Designer/Decorator Professional athlete Doctor Video Game Designer Cosmetologist Business Owner Lawyer Engineer Teacher Lawyer Business Owner Military Service Musician/Singer Auto Mechanic Cook/Chef Computer Programmer A. Gold, IC2 Institute, UT Austin, Forthcoming
  96. 96. • Students have professional aspirations, but lack knowledge about how to reach professional goals. • Opportunities to learn about and explore careers are not available at school or accessed by the majority of students. • Students lack knowledge about the context and content of careers. A. Gold, IC2 Institute, UT Austin, Forthcoming
  97. 97. Project #1: spaceTEAMS TEAMS Career and Academic Exploration and Planning with Robotics Project-based Learning
  98. 98. ITSA Greg White, UTSA: ”K-PhD”
  99. 99. ITSA Greg White, UTSA: ”K-PhD” PipelineStartyounger! TEAMS Northwest Vista College, San Antonio
  100. 100. Elementary spaceTEAMS San Antonio,TX Robot competition plus career and academic exploration and history of science and technology.
  101. 101. spaceTEAMS San Antonio,TX Middle School
  102. 102. US First-EISD Andrew Schuetze San Antonio,TX High School
  103. 103. spaceTEAMS San Antonio,TX Middle School Like football or volleyball but academic.
  104. 104. Project #2: TEAMS Workforce Initiative Workforce Attrition. Emerging Technology. ID Educational Solutions. Sponsor: None. Informal Collaboration.
  105. 105. alice.org
  106. 106. squeakland.org
  107. 107. Population: 1.4MM Growth: 1200/day Educational Sites 3 - 5 minutes EA online games 9 minutes AOL Entertainment 10 minutes Whyville.net 59 minutes Yahoo! Games 78 minutes MEAN TIME PER USER LOGIN Discovery.com: 96 million Whyville.net: 58.4 million BigChalk: 11 million Time for Kids: 8 million New York Times Learning Net: 1.2 million Cosmogirl: 425,000 PAGE VIEWS ©numedeon,inc.2003 The average time per log in July was 3.8 hours making it second to Neopets.
  108. 108. Whyville.net
  109. 109. Socialimpactgames.com
  110. 110. Summary
  111. 111. Conclusion
  112. 112. The End jim@ventureRAMP.com