Games are uniquely pliable systems. They can be used to generate empathy towards a situation by allowing players to inhabit parts of a topic, and contextualize the larger issue from a personalized perspective.
In leveraging games to impact environmental, social and economic issues, games are taken to a variety of unfamiliar cultures where game elements inhabit very different roles from those in the west, resulting in a new form of colonialism. In this 15 minute presentation, I elaborate on the assumptions that social impact game proponents bring to the field of games and humanitarian work and the problems that arise as a result of them.
As co-founder of a game design studio that makes games for beneficiaries of humanitarian organizations, I’m perpetually confronting the challenge of increasing popularization of games as a method of communication amid the lack of best practices for using them in these fraught arenas.
Game based learning is fast replacing the hackneyed workshop format, the core intended recipients of which are either small communal groups entrenched in folk customs and traditional belief systems, or impoverished urban communities. When constructing interactive communication tools (such as games) for such a diverse group, it is necessary to study their cultural morés and social etiquette to find common themes that can be used to encourage empathy towards the topic. In this situation games are used as metaphors to explain the topic presented, and since effective metaphors are analogous to the audience, it is important to chose efficient analogies. By choosing an analogy that is negative to that community, such as dice which are solely associated with gambling in many cultures, the reach of the game is reduced, impacting the effectiveness of the overall project goals.
A second impediment to constructing effective game-interactions on a community level is the process of project development. From experience in the humanitarian sector dealing with climate change, games are vetted by a hierarchy of scientists, project managers, and administrative staff. All of whom have a deep understanding of the core topic being represented though the games, but have completely different cultural expectations from the medium of games. As a result, the end product is finessed and tailored to satisfy a target audience that has very little in common to the end-audience.
Humanitarian organizations have an existing culture of talking down to these communities instead of talking with them. Aid constructs a hierarchy of givers and receivers, where the receiver is seen as a victim needing help, but incapable of providing any input into the process.
What steps can organizations take to overcome these challenges? What is the relevance of games to cross cultural humanitarian and social justice work given these limitations? What considerations should be taken by designers when creating these types of games?
Flexible Times need Flexible Game DesignMohini Dutta
Games are a hot commodity and everyone from corporations to NGO’s want a piece of the pie. Being new and unfamiliar these games often become culturally invasive, and don’t take into account the existing cultures of play in their intended audiences. Aside from passing down essential information, these games aim to “re-educate” people in the act of “fun”. Here, Ben Norskov and I discuss the 4-part guidelines we use at Antidote for making games in the true spirit of play: as inclusive, engaging experiences for everyone. Here we discuss ways to reduce the invasive impact of forcing fun.
Twister is a very simple game that can become very complicated as the players can easily get tied up in knots. Play a classic game of twister replacing the colored dots with symbols commonly associated with Easter.
Games that combine the best aspects of both physical and digital play can be challenging to design. But when they work, they lead to new and inspiring forms of play.
Players and Avatars: Against IdentificationMia Consalvo
Much study of MMOGs as well as other videogames presumes an affinity between players and their avatars. Gee has developed the concept of 'projective identity' and Bailensen, Yee and others have done extensive work exploring the Proteus effect, which suggests humans are deeply influenced by the avatars they choose, and likewise how such avatars become extensions of themselves in games and virtual spaces. Some of my own past work has explored how women strongly identify with female avatars, 'gender-swapping' at rates much lower than similar male players. Yet what of games that don't employ avatars, or rely on multiple or non-human avatars for players to employ? What of players who simply do not characterize game avatars as extensions of themselves? How can we speak of identification such instances? Is it still a useful concept to investigate?
This talk reviews some of my past research about players, identity and avatars, to offer a starting point for argument. But the heart of the talk explores instances of games where avatar presentation and use depart from our traditional conceptualizations --either by their absence or their opposition to humanoid facsimiles. By doing so this talk challenges game studies' easy reliance on avatars as proxies for identity in games, and asks what happens when players fail to use or access such embodiments in their gameplay. It suggests alternative ways to understand player agency and identification in games, and moves beyond avatars as the principle means for doing so.
Opportunities for Fiction and Fantasy in VideogamesRui Prada
Presentation at the Faculdade de Letras of Lisbon University discussing the definition of videogames and the role of fiction and fantasy in the player experience.
Flexible Times need Flexible Game DesignMohini Dutta
Games are a hot commodity and everyone from corporations to NGO’s want a piece of the pie. Being new and unfamiliar these games often become culturally invasive, and don’t take into account the existing cultures of play in their intended audiences. Aside from passing down essential information, these games aim to “re-educate” people in the act of “fun”. Here, Ben Norskov and I discuss the 4-part guidelines we use at Antidote for making games in the true spirit of play: as inclusive, engaging experiences for everyone. Here we discuss ways to reduce the invasive impact of forcing fun.
Twister is a very simple game that can become very complicated as the players can easily get tied up in knots. Play a classic game of twister replacing the colored dots with symbols commonly associated with Easter.
Games that combine the best aspects of both physical and digital play can be challenging to design. But when they work, they lead to new and inspiring forms of play.
Players and Avatars: Against IdentificationMia Consalvo
Much study of MMOGs as well as other videogames presumes an affinity between players and their avatars. Gee has developed the concept of 'projective identity' and Bailensen, Yee and others have done extensive work exploring the Proteus effect, which suggests humans are deeply influenced by the avatars they choose, and likewise how such avatars become extensions of themselves in games and virtual spaces. Some of my own past work has explored how women strongly identify with female avatars, 'gender-swapping' at rates much lower than similar male players. Yet what of games that don't employ avatars, or rely on multiple or non-human avatars for players to employ? What of players who simply do not characterize game avatars as extensions of themselves? How can we speak of identification such instances? Is it still a useful concept to investigate?
This talk reviews some of my past research about players, identity and avatars, to offer a starting point for argument. But the heart of the talk explores instances of games where avatar presentation and use depart from our traditional conceptualizations --either by their absence or their opposition to humanoid facsimiles. By doing so this talk challenges game studies' easy reliance on avatars as proxies for identity in games, and asks what happens when players fail to use or access such embodiments in their gameplay. It suggests alternative ways to understand player agency and identification in games, and moves beyond avatars as the principle means for doing so.
Opportunities for Fiction and Fantasy in VideogamesRui Prada
Presentation at the Faculdade de Letras of Lisbon University discussing the definition of videogames and the role of fiction and fantasy in the player experience.
This whitepaper offers an introduction to the world of Gamification. Containing theories and examples, it provides a framework with which the reader can start implementing Gamification in his own organization.
The Presence of Absence: Observing the Political in PlayMohini Dutta
Can any medium exist outside of the political?
Looking at media theory, cognitive theory, philosophy and personal stories to understand games and some of their community problems.
Kashmir is India’s only Muslim majority territory
India accuses Pakistan of waging a proxy war by arming militants
Jammu’s population is 2/3 Hindu
Kashmiris never voted; extremists/separatists were born
Why did the U.S. adopt Pakistan as its ally?
Lecture 1 of 4 in the Game Design Class, Fall 2012 - Structure of Games: introduction to formal, dramatic, spatial elements, and a definition of games.
This whitepaper offers an introduction to the world of Gamification. Containing theories and examples, it provides a framework with which the reader can start implementing Gamification in his own organization.
The Presence of Absence: Observing the Political in PlayMohini Dutta
Can any medium exist outside of the political?
Looking at media theory, cognitive theory, philosophy and personal stories to understand games and some of their community problems.
Kashmir is India’s only Muslim majority territory
India accuses Pakistan of waging a proxy war by arming militants
Jammu’s population is 2/3 Hindu
Kashmiris never voted; extremists/separatists were born
Why did the U.S. adopt Pakistan as its ally?
Lecture 1 of 4 in the Game Design Class, Fall 2012 - Structure of Games: introduction to formal, dramatic, spatial elements, and a definition of games.
This session will demonstrate the use of games for K-12 students in an online environment across a variety of subject areas. Participants will be presented with the theory behind educational games as well as demonstrations of how to use games in class to improve student performance. Teachers will become familiar with the use of single and multi-player games to reinforce basic skills as well as to support higher-order thinking and problem solving. Internet-based games will be presented along with ways to encourage collaboration, create emotional connections and enhance motivation. Common concerns about the use of games in the classroom will be addressed and discussed. Ever think you'd see your students spending hours voluntarily doing math drills or discussing economic theories? It can happen!
Playing catch-up: games and play in the wider culture and in the libraryPhilip Minchin
Play and games are set to be the media of the 21st Century in the same way audiovisual media were of the 20th. But libraries have largely ignored the tremendous importance (and potential) of these new media, making little to no effort to include them in collections except as they do so easily, and even ignoring games that come in book form. There has been little effort to curate games and play, cultivate deeper and broader critical appreciation in the public, or even apply accurate taxonomies. (And if you know librarians, that really says something about the size of the blind spot!)
This presentation, delivered at the Australian Library & Information Association's 7th New Librarians' Symposium (ALIA's NLS7), outlines the foundational reasons why games and play actually matter a lot more than our culture likes to think, and especially to libraries; it also offers some pointers for making this case to existing library institutions, and how to negotiate a system that is almost completely blind to the value of play.
Chris Trottier "Designing Games for the 43 year old Woman"Game Diversity
This presentation was done by (and is owned by) Chris Trottier, Zynga. It is being uploaded to continue / further the discussion of diversity and inclusion within the video game industry.
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.
Wind, Not Sand: Mapping Dynamic Emotion Across a Product LandscapeErin Hoffman-John
Delivered at UX Week 2015 in San Francisco, CA: Existing design work treats emotion as a snapshot -- distinct, moment-based -- when real emotion is a moving target that progresses over time. What is your product’s core emotion? When beginning, sinking into, and finally leaving your experience, what states are you evoking in your user, and in what order? Why do we call them “users”, and what starkness of experience fills our foundational assumption space as a result? When we begin to detect what a user is feeling across time in a product experience (hint: even the latest science on this admits it’s really hard), it’s like seeing color for the first time: dynamic ranges that flow across your product landscape, palettes that differ between users, discords and harmonies as user action intersects with intent. Emergence! Here we’ll put a magnifying glass on that elusive emotional progression, explore how the atomic mechanical actions of interaction evoke specific corresponding emotions (which linger on the mind-palate), and suggest a new way of looking at the designer’s toolset when it comes to interactive design.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
67. WHY WOULD YOU DO THAT??
It makes no sense to you.
That timber feeds your family when the
floods take all the rice crop.
68. They use some big words to tell you why it
is all so important
69. They use some big words to tell you why it
is all so important
But you don’t really understand any of it.
70. They use some big words to tell you why it
is all so important
But you don’t really understand any of it.
They have charts, but they look boring.
71. They use some big words to tell you why it
is all so important
But you don’t really understand any of it.
They have charts, but they look boring.
Plus, you are sleepy now.
78. GAMES CAN HELP.
Participants can embody the system
and understand cause and effect.
Instead of passively sitting and listening to science jargon
79. GAMES CAN HELP.
Participants can embody the system
and understand cause and effect.
Instead of passively sitting and listening to science jargon
This can be empowering!
80. But when this happens:
…and we use the wrong interface for the wrong audience
93. THE SYSTEMIC ISSUES
Game Designers work in cultural isolation from their end
user.
Content experts are academics who are also far removed
from interacting with the end user.
94. THE SYSTEMIC ISSUES
So does anyone verify the effectively of these games with
the end user?
95. THE SYSTEMIC ISSUES
So does anyone verify the effectively of these games with
the end user?
Not really.
96. THE SYSTEMIC ISSUES
So does anyone verify the effectively of these games with
the end user?
Not really.
So the entire workflow is based on assumptions about the
target audience’s culture.
97. THE SYSTEMIC ISSUES
So does anyone verify the effectively of these games with
the end user?
Not really.
So the entire workflow is based on assumptions about the
target audience’s culture.
Yup.
98. WE ASSUME IT WORKS FOR THEM
External aid is a hierarchal system
Composed of “Givers” and “Receivers”
99. WE ASSUME IT WORKS FOR THEM,
This system rewards the ACT of giving more than the actual
content of the gift
So, critique of the aid provided is unusual.