Games: More than just fun

335
-1

Published on

This is a short presentation given at the UNISA Library Technology Showcase 2013 where I discussed the importance of games.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
335
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • I am a masters student at UP<br>I am also a Multimedia Specialist<br>I have been lecturing in Multimedia for 7 years<br>What is MultimediaInformation ScienceVisual DesignComputer scienceWeb based developmentHow to combine all of the aboveMy dissertation is about Alternate Reality GamesI also focus on:Game studiesGamificationSerious gamesGame design theoryRecently I gained an interest in Game Design and educationThis interest is not in educational games, but in using games to teach and educationThere is a difference!Educational games is thematic similar to the content you are teachingGames for teaching is designing a game about aliens/robots/time travellers where the actions you take are fun and entertaining but requires you to exercise skills that you require in the real world
  • Games as a medium engage peopleBy nature games are interactive and immersive (or they are supposed to be)Games provide the player with the feeling of power (the “epic win” as stated by Jane McGonigal)Game provide players with the feeling of control (player agency)Games are FUN!Games are engaging – They create flowFlow is a state of mind achieved by a player when he experiences a high degree of focus and enjoymentGames are a literacyThis statement is a very hot topic at the momentIt was made by Eric Zimmerman in a very recent essay he wrote called “A Manifesto for a Ludic Century”In the essay he claims that the new century is the century of games (calling it the Ludic Century)He claims that not only should people be technology literate but also and visually literate but to survive in the Ludic Century, one should be gaming literateThe manifesto is a lot more than that, but this quote of Eric Zimmerman stuck with me: Games are a literacy
  • I included this section just to be clear on what the requirements are for something to be considered a gameThere are, as with most things in this field, a large variety of definitions for gamesGames have been around for thousands of years, they are ancientPeople have been playing games since civilisation startedGames are:A system containingA collection of activitiesGuided by artificial rulesTo overcome obstaclesAnd to achieve specific goalsThe activities have meaning within the context of the gameThe activities may appear to be completely inane outside of the game context
  • Serious games are games used for more than just entertainmentSerious games are used to teach people things in an environment that is safer for themExamples of usage of serious games:Military training – simulate real world scenarios in the safety of the training facilityEducational games – teaching people something through using gamesTraining games – To train people to use certain equipmentTraining games should differ from simulation training by still adhering to the requirements of “what is a game”In most of these examples, the game should still adhere to the requirement of what it means to be a gameExamples:Arma I – Used for military trainingMars Rover Landing – Awareness of the landing of the Curiosity rover (science)FoldIt – A puzzle game that simulates protean folding. Solving the puzzles can result in real world science application
  • Games designed to modify the behaviour of peoplePersuasive games take advantage of the fact that games are a persuasive mediumIan Bogost extensively cover this topic in his book, Persuasive GamesHe also started a company that creates “persuasive games”Examples of these games are (http://www.persuasivegames.com/games/):Colorfall: a puzzle game to promote cognitive health and physical activityDebt ski: a game about savings, debt and its consequencesFatworld: a game about politics and nutritionThere are a lot of other examples as well
  • Gamification is the use of game thinking and game elements in a non-gaming context in order to engage users of an existing systemGamification enhances the experience of using existing system by borrowing elements from gamesExamples:Nike+, Strava etc. - FitnessZombie run – Closer to a game
  • http://www.digra.org/wp-content/uploads/digital-library/07311.09363.pdfSerious games are still being definedMany of these definitions may appear to overlap
  • To play a game is to engage in the system and adhere to all the requirements imposed by this systemTo play a game is to move around in this rigidly defined system (game)The system is designed with the purpose of building a context, an experienceThe purpose of the system is to be engaged in, to play in.Gamification has a system in place that fulfils certain criteriaGamifying this system, you place game elements on top of this already built systemThe express purpose of the system is designed when the system is developed (book airplane tickets, buy goods online, read the news) Games are designed and built from the ground up as gamesGamified systems have game design elements applied to them to increase their engagement.
  • An ARG (Alternate Reality Game) is a gameAn ARG is also a narrative that encapsulates the players reality The player participates in a story (world) that is not distinguishable from the real world, except for the fact that there are aliens An ARG requires players to play together. The players need to solve puzzles that cannot be solved individuallyThe players must play as a community (share information, discuss solutions, discuss the narrative etc.)An ARG use multimedia – from snail mail, to augmented reality applications.An ARG requires the player to accept the mantra “This is not a game”
  • We are currently developing an ARG that will attempt to exercise library activitiesWe are targeting a group of students that are busy completing our information literacy course presented at the University of PretoriaThe game will be a game, not a gamefied systemThe actions the players will take during the game (the activities guided by the artificial rules) will be related to library usageThe goals the players need to achieve (the goals of the game) will be game world relatedThe rules of the game is extremely broad due to the nature of an ARGThe players can do anything they want, pursue any avenue of enquiryCertain actions will results in game related outcome (story related events)The reason players will participate in the game will be:Because it is interesting (the story interests them)It is fun! (hopefully)The players control the realityThe players are engagedThey want to see what happens next
  • Games: More than just fun

    1. 1. 1
    2. 2. • I am also a Multimedia Specialist • I have been lecturing in Multimedia for 7 years • What is Multimedia • Information Science • Visual Design • Computer science • Web based development • How to combine all of the above • My dissertation is about Alternate Reality Games • I also focus on: • Game studies • Gamification • Serious games • Game design theory • Recently I gained an interest in Game Design and education • This interest is not in educational games, but in using games to teach and educate • There is a difference, in my opinion! • Educational games is thematic similar to the content you are teaching • Games for teaching is designing a game about aliens/robots/time travellers where the actions you take are fun and entertaining but requires you to exercise skills that you require in the real world 2
    3. 3. • Games as a medium engage people • By nature games are interactive and immersive (or they are supposed to be) • Games provide the player with the feeling of power (the “epic win” as stated by Jane McGonigal) • Games provide players with the feeling of control (player agency) • Games are FUN! • Games are engaging – They create flow • Flow is a state of mind achieved by a player when he experiences a high degree of focus and enjoyment - Mihaly Csikszentmihalyi • Games are a literacy • This statement is a very hot topic at the moment • It was made by Eric Zimmerman in a very recent essay he wrote called “A Manifesto for a Ludic Century” • In the essay he claims that the new century is the century of games (calling it the Ludic Century) • He claims that not only should people be technology literate but also and visually literate but to survive in the Ludic Century, one should be gaming literate • The manifesto is a lot more than that, but this quote of Eric Zimmerman stuck with me: Games are a literacy 3
    4. 4. • I included this section just to be clear on what the requirements are for something to be considered a game (defined in Rules of Play – Zimmerman and Salen) • There are, as with most things in this field, a large variety of definitions for games • Games have been around for thousands of years, they are ancient • People have been playing games since civilisation started • Games are: • A system containing • A collection of activities • Guided by artificial rules • To overcome obstacles • And to achieve specific goals • The activities have meaning within the context of the game • The activities may appear to be completely inane outside of the game context 4
    5. 5. • Serious games are games used for more than just entertainment • Serious games are used to teach people things in an environment that is safer for them • Examples of usage of serious games: • Military training – simulate real world scenarios in the safety of the training facility • Educational games – teaching people something through using games • Training games – To train people to use certain equipment • Training games should differ from simulation training by still adhering to the requirements of “what is a game” • In most of these examples, the game should still adhere to the requirement of what it means to be a game • Examples: • Arma I – Used for military training • Mars Rover Landing – Awareness of the landing of the Curiosity rover (science) • FoldIt – A puzzle game that simulates protean folding. Solving the puzzles can result in real world science application 5
    6. 6. • Games designed to modify the behaviour of people • Persuasive games take advantage of the fact that games are a persuasive medium • Ian Bogost extensively cover this topic in his book, Persuasive Games • He also started a company that creates “persuasive games” • Examples of these games are (http://www.persuasivegames.com/games/): • Colorfall: a puzzle game to promote cognitive health and physical activity • Debt ski: a game about savings, debt and its consequences • Fatworld: a game about politics and nutrition • There are a lot of other examples as well 6
    7. 7. • Gamification is the use of game thinking and game elements in a non-gaming context in order to engage users of an existing system • Gamification enhances the experience of using existing system by borrowing elements from games • Examples: • Nike+, Strava etc. - Fitness • Zombie run – Closer to a game 7
    8. 8. • http://www.digra.org/wp-content/uploads/digital-library/07311.09363.pdf • Serious games are still being defined • Many of these definitions may appear to overlap 8
    9. 9. • To play a game is to engage in the system and adhere to all the requirements imposed by this system • To play a game is to move around in this rigidly defined system (game) • The system is designed with the purpose of building a context, an experience • The purpose of the system is to be engaged in, to play in. • Gamification has a system in place that fulfils certain criteria • Gamifying this system, you place game elements on top of this already built system • The express purpose of the system is designed when the system is developed (book airplane tickets, buy goods online, read the news) • Games are designed and built from the ground up as games • Gamified systems have game design elements applied to them to increase their engagement. 9
    10. 10. • An ARG (Alternate Reality Game) is a game • An ARG is also a narrative that encapsulates the players reality • The player participates in a story (world) that is not distinguishable from the real world, except for the fact that there are aliens ☺ • An ARG requires players to play together. • The players need to solve puzzles that cannot be solved individually • The players must play as a community (share information, discuss solutions, discuss the narrative etc.) • An ARG use multimedia – from snail mail, to augmented reality applications. • An ARG requires the player to accept the mantra “This is not a game” 10
    11. 11. • We are currently developing an ARG that will attempt to exercise library activities • We are targeting a group of students that are busy completing our information literacy course presented at the University of Pretoria • The game will be a game, not a gamefied system • The actions the players will take during the game (the activities guided by the artificial rules) will be related to library usage • The goals the players need to achieve (the goals of the game) will be game world related • The rules of the game is extremely broad due to the nature of an ARG • The players can do anything they want, pursue any avenue of enquiry • Certain actions will results in game related outcome (story related events) • The reason players will participate in the game will be: • Because it is interesting (the story interests them) • It is fun! (hopefully) • The players control the reality • The players are engaged • They want to see what happens next 11
    12. 12. 12

    ×