Games have moral impact. They can make players more aware of their own values, and even change them... and not always in the ways you might expect. Using Jonathan Livingston Seagull (the board game!) and Glitch as case studies, this presentation covers three aspects of gaming that are critical for game researchers who hope to gain a more complete awareness of the effects a game is having on its players.
Behind the Avatar: using qualitative methods to understand MMO gamersTracy Kennedy
The document discusses using qualitative research methods to understand role-playing practices in massively multiplayer online (MMO) games. It outlines plans to conduct ethnographic research through in-game observation and interviews to explore why players role-play, how they perform role-playing, and the meanings and importance they ascribe to role-playing. The research aims to gain insights from the perspective of role-players and understand role-playing as a meaningful part of players' social worlds and experiences.
Situational Autonomy Support in Video Game Play: An Exploratory StudySebastian Deterding
This document summarizes an exploratory study on how social contexts can affect autonomy experience in video game play. The study found that video game play in both leisurely and low-autonomy contexts (such as for work) can involve experiences of controlled motivation when player choices and interests do not align with external expectations or consequences. A lack of choice over aspects of gameplay such as when and how long to play, game selection, and ability to disengage reduced experienced autonomy. The study suggests more research is needed on implementing situational autonomy support to improve enjoyment and outcomes of gamification and serious games used in controlled contexts.
Differences between online games and virtual worlds and how they come aboutMartin Oliver
This document discusses the differences between online games and virtual worlds. It explores definitions of games and the concept of the "magic circle." Games are rule-based systems with quantifiable outcomes, while the magic circle refers to the boundary between the game and real world. However, these boundaries are often ambiguous and permeable. Role-playing games in particular challenge definitions of games. The document uses the examples of World of Warcraft and Second Life to illustrate how online spaces can incorporate both game-like and world-like elements, and discusses related issues like managing multiple identities.
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Game mechanics are methods that agents (players and NPCs) use to interact with and change the game state. They include actions like shooting, jumping, and turning. Game rules provide the framework for how game mechanics can be used, for example allowing a chess piece to move but not allowing two pieces to occupy the same space. Good game balance considers factors like fairness between players, an appropriate challenge level for players, meaningful choices, the right mix of skill and chance, and freedom versus control. Well-designed puzzles have goals that are clear, allow progress to be seen, seem solvable, and gradually increase in difficulty.
The document proposes applying concepts from ethology, the study of animal behavior, to analyze game design and player behavior in games. It outlines an approach called "game ethology" which involves observing and categorizing player behaviors, interactions, and progression over time to better understand game mechanics and design. The approach is demonstrated through an analysis of the gardening activities in the game Animal Crossing, examining behaviors, development over time, similarities to other games, and how the mechanics support the game's goals.
This document discusses gamification in education and provides guidance for implementing gamification strategies in the classroom. It defines gamification, outlines different player types and motivations, and presents design elements like challenges, rewards, leaderboards, and badges. The document emphasizes that gamification requires understanding student motivations and properly balancing difficulty. It also cautions that simply adding points and badges does not ensure engagement and provides examples of effective gamification implementations and resources for educators.
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
Behind the Avatar: using qualitative methods to understand MMO gamersTracy Kennedy
The document discusses using qualitative research methods to understand role-playing practices in massively multiplayer online (MMO) games. It outlines plans to conduct ethnographic research through in-game observation and interviews to explore why players role-play, how they perform role-playing, and the meanings and importance they ascribe to role-playing. The research aims to gain insights from the perspective of role-players and understand role-playing as a meaningful part of players' social worlds and experiences.
Situational Autonomy Support in Video Game Play: An Exploratory StudySebastian Deterding
This document summarizes an exploratory study on how social contexts can affect autonomy experience in video game play. The study found that video game play in both leisurely and low-autonomy contexts (such as for work) can involve experiences of controlled motivation when player choices and interests do not align with external expectations or consequences. A lack of choice over aspects of gameplay such as when and how long to play, game selection, and ability to disengage reduced experienced autonomy. The study suggests more research is needed on implementing situational autonomy support to improve enjoyment and outcomes of gamification and serious games used in controlled contexts.
Differences between online games and virtual worlds and how they come aboutMartin Oliver
This document discusses the differences between online games and virtual worlds. It explores definitions of games and the concept of the "magic circle." Games are rule-based systems with quantifiable outcomes, while the magic circle refers to the boundary between the game and real world. However, these boundaries are often ambiguous and permeable. Role-playing games in particular challenge definitions of games. The document uses the examples of World of Warcraft and Second Life to illustrate how online spaces can incorporate both game-like and world-like elements, and discusses related issues like managing multiple identities.
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Game mechanics are methods that agents (players and NPCs) use to interact with and change the game state. They include actions like shooting, jumping, and turning. Game rules provide the framework for how game mechanics can be used, for example allowing a chess piece to move but not allowing two pieces to occupy the same space. Good game balance considers factors like fairness between players, an appropriate challenge level for players, meaningful choices, the right mix of skill and chance, and freedom versus control. Well-designed puzzles have goals that are clear, allow progress to be seen, seem solvable, and gradually increase in difficulty.
The document proposes applying concepts from ethology, the study of animal behavior, to analyze game design and player behavior in games. It outlines an approach called "game ethology" which involves observing and categorizing player behaviors, interactions, and progression over time to better understand game mechanics and design. The approach is demonstrated through an analysis of the gardening activities in the game Animal Crossing, examining behaviors, development over time, similarities to other games, and how the mechanics support the game's goals.
This document discusses gamification in education and provides guidance for implementing gamification strategies in the classroom. It defines gamification, outlines different player types and motivations, and presents design elements like challenges, rewards, leaderboards, and badges. The document emphasizes that gamification requires understanding student motivations and properly balancing difficulty. It also cautions that simply adding points and badges does not ensure engagement and provides examples of effective gamification implementations and resources for educators.
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
From basement to boardroom, fantasy role playing game Dungeons & Dragons has become a cultural icon for the millions who play, and big business in the publishing world. This talk takes you on a journey into the world of D&D and how playing it can help you strategize like a level 20 wizard.
The document discusses various elements that can be considered when developing the scope, perspective, storyline and theme for a social experiment or interactive storytelling project. It covers topics like the target audience, location, timeline, number of participants, behaviors being studied, demographic factors, cultural phenomena, types of storylines, potential themes, different forms of participant interaction and gameplay mechanics, example games, and criteria for winning. The document provides a wide range of options and considerations to guide the planning and design process.
First Seminar about game design and game development: introduction to formal elements of the games, different game genres based on their mechanics and some concepts about gamification
The document proposes an ethics game to reveal a person's true character. Players would be told they are being evaluated on their analytical and leadership skills. They would play the board game Diplomacy where strategic deception is common. Their negotiations and actions during the game would be recorded. After playing, the players' ethical behavior would be analyzed to see if they remained truthful or honored agreements despite temptation to betray others for personal gain. The game is proposed as a cheap, fast and simple way to test a person's ethics through how they act when competing in a strategic simulation.
This document analyzes role-playing games (RPGs) by discussing their genre, structure, gameplay, and themes. It provides screenshots and descriptions of Middle-Earth: Shadow of Mordor, Dragon Age Origins, and The Elder Scrolls V: Skyrim to illustrate different elements of RPGs. RPGs usually involve improving characters through experience points, strong storylines like saving the world, and fantasy or sci-fi settings. They allow players to form attachments to their characters and roleplay through choices.
This proposal outlines a sidescrolling zombie killing arcade game called "Zombie Kill!" intended to entertain males aged 7-20. The player controls a survivor scavenging through levels filled with increasing numbers of zombies, rescuing other survivors along the way. Gameplay involves clicking to shoot and using arrow keys to move while navigating obstacles. The game aims to appeal to loyal, community-oriented "Belongers" and those seeking different strategies through relatable characters and impactful decision-making. Potential issues include violence appealing to young audiences and a lack of character diversity. These will be addressed through a cartoon art style and optional character customization. Original materials and gameplay distinguish the project from existing zombie games.
"Everything I need to know I learnt from World of Warcraft": why we might nee...Martin Oliver
Ascilite 2010 keynote
"Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds
Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term.
For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies.
This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
The document discusses game design theory and player psychology. It introduces the concepts of "fun" being tied to learning new patterns and mastery, and how boredom occurs when there are no new patterns to learn. It also discusses Bartle's player archetypes of achievers, socializers, explorers and killers, and how game design can aim to satisfy different personality types. Massively multiplayer online games are noted as providing opportunities to engage in familiar activities like hunting, socializing or achieving goals.
1. The document discusses theories of fun and player archetypes from the book "Theory of Fun" by Raph Koster. It describes how learning, pattern recognition, and mastery make games fun for our brains.
2. It introduces Bartle's player archetypes of achievers, socializers, explorers, and killers (imposers) and how game design can aim to satisfy different personality types.
3. Massively multiplayer online games attract a variety of players with different motivations for playing, from achievement to socializing to exploration or player-killing. Good games aim to balance gameplay across these archetypes.
The document summarizes Jeff Johannigman's presentation on immersive learning simulations. It discusses how terms like "games" and "fun" can be barriers for corporate adoption, and promotes using the term "immersive learning simulations" instead. It also outlines various types of learning games and the key ingredients of an effective game, including interactivity, game mechanics, balanced challenge, feedback, and resource management.
The document summarizes a presentation by Jeff Johannigman on immersive learning simulations. It discusses Jeff's background in the gaming industry and how he became interested in using games for learning. It then covers barriers to adopting games for learning in corporations and proposes using the term "immersive learning simulations" instead of "games" or "serious games". Finally, it discusses elements of simulations and what makes them immersive for learning.
The document discusses creating alternate realities through ubiquitous games that improve quality of life. It suggests that future technologies will focus on increasing happiness and that game designers can hack reality by designing games that provide pleasure, engagement, and meaning for players. The document outlines different types of happiness and calls on readers to use their skills and resources to innovate happiness technologies.
1. The document discusses designing ethical dilemmas in video games to create more meaningful play experiences and unlock new player emotions beyond fear and aggression.
2. It outlines different types of ethical designs such as open systems that are affected by player choice and closed designs that subtly guide player actions and decisions.
3. The author argues that open designs allowing ambiguity are better for ethical dilemmas and advocates for narrative consequences, obstacles to different choices, and permanence of decisions to maximize player investment and impact of their choices.
The document discusses using social gaming at events to engage attendees. It describes how gaming can improve events by supporting business objectives and stakeholders while helping alleviate boredom. Gaming fosters community and innovation by creating a fun, safe space that promotes learning, problem-solving, emotional engagement and competition. Different types of games and mechanics are presented, along with ideas for games like earning CECs/CEUs, incorporating CSR activities, geocaching and augmented reality. The overall message is that gaming can enhance events by improving engagement and experiences for attendees.
Paideia as Paidia: From Game-Based Learning to a Life Well-PlayedSebastian Deterding
»Gamification« has sparked the imagination of many for the potential of games in education, but turned away an equal amount within the games and learning community with its disregard for the complexities of design and human motivation.
However, this talk suggests that there is a deeper reason for the negative reaction in the games and learning community: namely, that gamification really provides a distorted mirror that throws into stark relief issues in today's game-based learning at large. Conversely, that best way to advance games for learning today is to look deep into this mirror. Doing so reveals a triple agenda for the field: to expand from deploying games as interventions in systems to the gameful restructuring of systems, and from designing games to the playful reframing of situations; and to shift from the instrumentalization of play and learning to paideia as paidia.
Let's Play a Game - Learn Philosophy and Rhetoric via Digital Game-Based Lear...Sherry Jones
This is my workshop presentation on how I employ digital game-based learning methods to teach philosophy and rhetoric courses.
A selection of assignments I have personally designed and implemented are included in this presentation.
Some principles and theories covered are Derridian binary oppositions, Sartrian existentialism, Wittgensteinian seeing-that vs. seeing-as, rhetorical triangle, rhetorical appeals (logos and pathos), Nietzschean eternal recurrence, and more.
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
The document discusses using game theory to analyze video games. It provides background on game theory, explaining that it is the formal study of decision-making where players' choices affect each other. It outlines some key game theory concepts like the prisoner's dilemma, chicken game, and Nash equilibrium. It then discusses how different types of video games like cooperative, semi-cooperative, and competitive games can be modeled using concepts from game theory.
From basement to boardroom, fantasy role playing game Dungeons & Dragons has become a cultural icon for the millions who play, and big business in the publishing world. This talk takes you on a journey into the world of D&D and how playing it can help you strategize like a level 20 wizard.
The document discusses various elements that can be considered when developing the scope, perspective, storyline and theme for a social experiment or interactive storytelling project. It covers topics like the target audience, location, timeline, number of participants, behaviors being studied, demographic factors, cultural phenomena, types of storylines, potential themes, different forms of participant interaction and gameplay mechanics, example games, and criteria for winning. The document provides a wide range of options and considerations to guide the planning and design process.
First Seminar about game design and game development: introduction to formal elements of the games, different game genres based on their mechanics and some concepts about gamification
The document proposes an ethics game to reveal a person's true character. Players would be told they are being evaluated on their analytical and leadership skills. They would play the board game Diplomacy where strategic deception is common. Their negotiations and actions during the game would be recorded. After playing, the players' ethical behavior would be analyzed to see if they remained truthful or honored agreements despite temptation to betray others for personal gain. The game is proposed as a cheap, fast and simple way to test a person's ethics through how they act when competing in a strategic simulation.
This document analyzes role-playing games (RPGs) by discussing their genre, structure, gameplay, and themes. It provides screenshots and descriptions of Middle-Earth: Shadow of Mordor, Dragon Age Origins, and The Elder Scrolls V: Skyrim to illustrate different elements of RPGs. RPGs usually involve improving characters through experience points, strong storylines like saving the world, and fantasy or sci-fi settings. They allow players to form attachments to their characters and roleplay through choices.
This proposal outlines a sidescrolling zombie killing arcade game called "Zombie Kill!" intended to entertain males aged 7-20. The player controls a survivor scavenging through levels filled with increasing numbers of zombies, rescuing other survivors along the way. Gameplay involves clicking to shoot and using arrow keys to move while navigating obstacles. The game aims to appeal to loyal, community-oriented "Belongers" and those seeking different strategies through relatable characters and impactful decision-making. Potential issues include violence appealing to young audiences and a lack of character diversity. These will be addressed through a cartoon art style and optional character customization. Original materials and gameplay distinguish the project from existing zombie games.
"Everything I need to know I learnt from World of Warcraft": why we might nee...Martin Oliver
Ascilite 2010 keynote
"Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds
Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term.
For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies.
This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
The document discusses game design theory and player psychology. It introduces the concepts of "fun" being tied to learning new patterns and mastery, and how boredom occurs when there are no new patterns to learn. It also discusses Bartle's player archetypes of achievers, socializers, explorers and killers, and how game design can aim to satisfy different personality types. Massively multiplayer online games are noted as providing opportunities to engage in familiar activities like hunting, socializing or achieving goals.
1. The document discusses theories of fun and player archetypes from the book "Theory of Fun" by Raph Koster. It describes how learning, pattern recognition, and mastery make games fun for our brains.
2. It introduces Bartle's player archetypes of achievers, socializers, explorers, and killers (imposers) and how game design can aim to satisfy different personality types.
3. Massively multiplayer online games attract a variety of players with different motivations for playing, from achievement to socializing to exploration or player-killing. Good games aim to balance gameplay across these archetypes.
The document summarizes Jeff Johannigman's presentation on immersive learning simulations. It discusses how terms like "games" and "fun" can be barriers for corporate adoption, and promotes using the term "immersive learning simulations" instead. It also outlines various types of learning games and the key ingredients of an effective game, including interactivity, game mechanics, balanced challenge, feedback, and resource management.
The document summarizes a presentation by Jeff Johannigman on immersive learning simulations. It discusses Jeff's background in the gaming industry and how he became interested in using games for learning. It then covers barriers to adopting games for learning in corporations and proposes using the term "immersive learning simulations" instead of "games" or "serious games". Finally, it discusses elements of simulations and what makes them immersive for learning.
The document discusses creating alternate realities through ubiquitous games that improve quality of life. It suggests that future technologies will focus on increasing happiness and that game designers can hack reality by designing games that provide pleasure, engagement, and meaning for players. The document outlines different types of happiness and calls on readers to use their skills and resources to innovate happiness technologies.
1. The document discusses designing ethical dilemmas in video games to create more meaningful play experiences and unlock new player emotions beyond fear and aggression.
2. It outlines different types of ethical designs such as open systems that are affected by player choice and closed designs that subtly guide player actions and decisions.
3. The author argues that open designs allowing ambiguity are better for ethical dilemmas and advocates for narrative consequences, obstacles to different choices, and permanence of decisions to maximize player investment and impact of their choices.
The document discusses using social gaming at events to engage attendees. It describes how gaming can improve events by supporting business objectives and stakeholders while helping alleviate boredom. Gaming fosters community and innovation by creating a fun, safe space that promotes learning, problem-solving, emotional engagement and competition. Different types of games and mechanics are presented, along with ideas for games like earning CECs/CEUs, incorporating CSR activities, geocaching and augmented reality. The overall message is that gaming can enhance events by improving engagement and experiences for attendees.
Paideia as Paidia: From Game-Based Learning to a Life Well-PlayedSebastian Deterding
»Gamification« has sparked the imagination of many for the potential of games in education, but turned away an equal amount within the games and learning community with its disregard for the complexities of design and human motivation.
However, this talk suggests that there is a deeper reason for the negative reaction in the games and learning community: namely, that gamification really provides a distorted mirror that throws into stark relief issues in today's game-based learning at large. Conversely, that best way to advance games for learning today is to look deep into this mirror. Doing so reveals a triple agenda for the field: to expand from deploying games as interventions in systems to the gameful restructuring of systems, and from designing games to the playful reframing of situations; and to shift from the instrumentalization of play and learning to paideia as paidia.
Let's Play a Game - Learn Philosophy and Rhetoric via Digital Game-Based Lear...Sherry Jones
This is my workshop presentation on how I employ digital game-based learning methods to teach philosophy and rhetoric courses.
A selection of assignments I have personally designed and implemented are included in this presentation.
Some principles and theories covered are Derridian binary oppositions, Sartrian existentialism, Wittgensteinian seeing-that vs. seeing-as, rhetorical triangle, rhetorical appeals (logos and pathos), Nietzschean eternal recurrence, and more.
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
The document discusses using game theory to analyze video games. It provides background on game theory, explaining that it is the formal study of decision-making where players' choices affect each other. It outlines some key game theory concepts like the prisoner's dilemma, chicken game, and Nash equilibrium. It then discusses how different types of video games like cooperative, semi-cooperative, and competitive games can be modeled using concepts from game theory.
Identity in the Virtual World Presentationemmarhepburn
This document discusses psychological identity and how it relates to virtual identities in games. It covers several key ideas:
1. Social identity theory suggests people have multiple selves that depend on social context, and generally aim to perform pro-socially.
2. Research on mirroring avatars found people self-regulate in virtual worlds similarly to real life. More freedom online leads to more restricted behavior.
3. Educational games can improve learning and mental abilities, especially for those with difficulties. However, the effects of violent games are mixed - some research links them to aggression while other studies find no effect.
4. Overall, games do not seem to inherently "bring out a worst side" according
The document discusses how games use conditioning principles to influence player behavior. It explains that reinforcement and punishment are two tools used in operant conditioning that can encourage or discourage certain actions. Games provide rewards to reinforce behaviors and punish players through consequences like withering crops if actions aren't taken in time. These conditioning methods aim to get players engaged and returning day after day through techniques like social elements, levels, unlockable items, and dopamine release from anticipating and achieving rewards. The document argues that games blur the lines between fiction and reality and effectively condition players using stimuli and responses.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
Games provide entertainment through play that follows rules and involves meaningful choices. They satisfy various human motivations like achievement, socializing, exploration and more. Games transport players to magical circles that are separate from reality through immersive experiences. While games are meant to be fun, they can also be used for serious purposes like teaching and promoting meaningful messages.
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Connecting Ethical Choices in Games to Moral Frameworks
1. Connecting Ethical Choices in GamesTo Moral Frameworks Gabriel Recchia AsmalinaSaleh Indiana University, Bloomington
2. The claim: Games have moral impact They can make players more aware of their own values, and even change them... and not always in the ways you might expect
3. THREE THINGSto pay attention to if you want to learn the effect a game is having on its players…
4. PROCESS How does the game actually play out? What’s the in-game experience like? METAGAME What do players say about these experiences, both in and out of the game? MODE How do different ways of thinking about morality reveal different aspects of a game’s moral impact?
6. This is Jonathan Livingston Seagull: the board game. Produced by Mattel in 1973. For those unfamiliar with the title, this was an extremely popular book from the early 70s, a fable about achieving moral and spiritual perfection via the rejection of conformity and the cultivation of virtue.
7. The first player to reach “perfection” wins the game. A little bit easier in the game than in real life, but still not trivial: You’ll need to reach the outermost circle, and then play a “love” card. Love, it turns out, is a scarce resource.
8. My strategy: Collect every love card in the game early on, preventing my opponent from getting the one card he’d need to win the game. The unintended result: An insanely long game that I was nearly guaranteed to win despite the fact that my opponent was far ahead of me, and a bit of an argument…
9. Me: “Even if I don’t have anything but love in my hand, I have one free card that I can gradually use to get what I need to move to the outer circle–and you’ve got no way to get any love as long as I hoard all of it in my hand. At this rate, I’ll eventually make it to the outer circle and win, even if it takes all day. (And it will, so feel free to resign anytime.)”
10. My opponent: “You’re mad with un-power.” “Play the game the way it’s meant to be played.”
11. We decided to call it a draw, but the argument bothered me: I felt I was in the right, but somehow felt a little guilty, too. I later realized I had two competing values… “Play to win” vs. “Play by the spirit of the rules”
12. …and we’d resolved the conflict by devising a new rule: “Play to win” vs. “Play by the spirit of the rules” “Agree to stop playing if people are getting upset”
13. Designer’s intended outcome Players gain greater awareness and appreciation of traditional virtues Players learn the importance of various virtues as stepping stones to moral excellence
14. Actual outcome Gained greater awareness of my own values, expressed as explicit rules (“Play to win”; “play by the spirit of the rules”) Devised a rule for resolving conflicts among values in particular situations in a way congruent with a higher moral principle (“Consider agreeing to stop playing if people are getting upset”)
15. PROCESS If you’d only paid attention to the rules and aesthetics without watching the way an actual game played out, you’d reach a rather skewed conclusion about the moral impact of this game. METAGAME If you’d only paid attention to the way the game played out without paying attention to our argument or our reflections after the game, you’d reach a similarly incomplete conclusion. MODE Employing more than one mode of ethical theorizing is important if you want to see the full picture. Lemme ‘splain…
17. Classical ethics:The task of the moral individual from Norton, D. (1988). Moral minimalism and the development of moral character. Midwest Studies in Philosophy, volume 13. “To discover his innate potential worth and progressively actualize it in the world” Learn to recognize the virtues (wisdom, courage, temperance, justice...) and cultivate them with repeated practice Actively decide who to become and endeavor to become it “Acquire the resourcefulness and force of character to overcome external and internal obstacles”
18. Modern ethics(“ethics of rules,” “quandary ethics”) “What is the right thing to do in particular (moral) situations?”
19. Modern ethics:The task of the moral individual Recognize moral principles and rules of behavior that are consistent with them Use reasoning to determine which rules, if any, apply in particular situations Take the action most consistent with the applicable rules
20. Modern ethics:The task of the moral individual i.e., exactly what my friend and I got a crash course in…
21. Although the intended outcome of the game (conceptualized in classical terms) clearly failed, thinking in terms of the modern mode revealed a sharpening of ethical awareness that could otherwise have gone unnoticed. Next: More on process and metagame, and the importance of the classical mode.
23. LOOK AT WHAT ACTUALLY HAPPENS WHEN PEOPLE PLAY. “Can’t we make inferences about the moral impact of a game based on its rules, content, and so on? Do we really have to trudge through acres of real gameplay data?”
24. LOOK AT WHAT ACTUALLY HAPPENS WHEN PEOPLE PLAY. “Can’t we make inferences about the moral impact of a game based on its rules, content, and so on? Do we really have to trudge through acres of real gameplay data?” Yes, we do, because nearly everything we find interesting about games is an emergent property. JesperJuul (2002) differentiates between three kinds of emergence in games…
28. The point? If a simple rule interaction in a board game can completely alter its moral impact, we’ve got no chance of predicting truly emergent strategies and the impact they’ll have on players. The best we can do is to roll up our sleeves and watch what actually goes on in the game. As well as what goes on in the forums, as we’ll see next…
30. DON’T IGNORE WHAT HAPPENS OUTSIDE THE GAME. Some of the most important opportunities for self-examination happen not inside the game, but outside it—when we speak about it with others, or reflect on our in-game experiences.
33. “The symposium [that this presentation was composed for] will consider the claims that video games might serve as a platform for ethical inquiry, that they offer a new means of investigating social relations between human beings, and that their interactive capabilities allow them to act as mirrors for self-examination…” Does Glitch do any of these things? Even after playing it for several hours, it’s unlikely you would notice much that would allow you to answer in the affirmative. But spend a little time in the forums, and you get a very different impression…
34. Glitch: a “game about culture” Forum threads frequently explore questions such as… What kind of society do we want? What kind of behavior do we want to encourage or discourage? What should be permitted vs. disallowed? How do we strike the right balance between transmitting existing norms and traditions to new players, and allowing them to shape their own?
35. A few quotes from the forums… “Someone mined my rock – OK or not OK? I waited 3 hours for this herb which someone came along and swiped – OK or not OK? I left 900 beers at a party and someone grabbed all of them, knowing that what they were doing was wrong because they actively tried to elude us – OK or not OK?” “This is a game about culture, and we are that culture [...] This is a social game, and as we get into our groove and become more social IN it, a culture will be built on top of [it].” My favorite example of forum posts/comments revealing how games can serve as “mirrors for self-examination”: “A Stunning Realization: Why I Like Glitch”
36. “The symposium [that this presentation was composed for] will consider the claims that video games might serve as a platform for ethical inquiry, that they offer a new means of investigating social relations between human beings, and that their interactive capabilities allow them to act as mirrors for self-examination…” By paying attention to metagame and the actual gameplay (rather than just rules and game content), we can see evidence for all of the above. Finally, let’s turn to…
37. MODE DIFFERENT WAYS OF THINKING ABOUT MORALITY REVEAL DIFFERENT ASPECTS OF A GAME’S MORAL IMPACT
38. Both modern and classical ethical theory should be used as lenses for ethical analysis if one wants to see the full picture. “ethic of character” “ethic of rules” “What is the right thing to do in particular moral situations?” “What is the right way to live?”
39. We’ve seen how looking through a modern “ethic of rules” lens drew attention to moral insights that might have otherwise gone unnoticed in Jonathan Livingston Seagull. What about the classical mode?
40. Classical ethics:The task of the moral individual “To discover his innate potential worth and progressively actualize it in the world” (Norton, 1988) Learn to recognize the virtues (wisdom, courage, temperance, justice...) and cultivate them with repeated practice Actively decide who to become and endeavor to become it Acquire the resourcefulness and force of character to overcome external and internal obstacles
41. Pretty deep stuff. Can games actually do any of that? For the answer, I refer to a set of excellent slides from game researcher Sebastian Deterding. He’s been generous enough to release his slides under a Creative Commons license, so the next few slides of this presentation are adapted directly from his presentation…
42. “Aristotle thought that the measure of us as human beings is not how victorious we are in life, but how we cope and empathize with tough luck. Whether we muster the courage to fully accept the hand that fate has dealt to us, whether we do not complain or haggle or run and hide in some palace, but take on responsibility and suffer the consequences. Aristotle had a word for a person who does this.”
44. “And that, I would venture, is the last and deepest lesson of games. Games may encourage us to become designers of our reality. To make it gameful, and, more importantly, playful. To create engines of possibility rather than exhaustibles. To craft experiences of mastery, autonomy, and meaning, rather than of repetition, control, and alienation. To become aware of and question the vision of the good life that our designs declare.” - Sebastian Deterding
45. I borrowed these slides not only because of Sebastian’s excellent points, but to point out the context in which I first came across these slides: a lively debate in the Glitch forums over whether Glitch succeeds or fails at supporting these classical ideals. Whichever side of the debate one comes down on, the very fact that the question is being actively debated (by players, not professors of philosophy!) carries a powerful message in itself.
46. In sum: to learn about the effects a game is having on its players’ ethical frameworks, pay attention to what players actually do, listen to what they actually say, and remember that there are different ways of thinking about ethics. Obvious, really. Why, then do we continue to judge games on their surface content, rather than digging deeper to learn the messages that players are actually taking away from them? Why are we surprised to see casual MMOs inspiring personal insights and discussions about culture and just societies? And why do we continue to assume that the only ways games can get players to think about their values are if they include explicit moral instruction or excruciating ethical dilemmas? If we are to reach accurate conclusions, we must get out of our heads and play some games—or at the very least, watch others do the same.
47. Cite: Recchia, G. & Saleh, A. (2011, October 11). Connecting ethical choices in games to moral frameworks. Ethical Inquiry through Video Game Play and Design: A Symposium, Prindle Institute for Ethics, DePauw University, Greencastle, IN. Contact: gabriel@transformativegames.com