Downloaded 22 times
Uploaded byAndrew Walsh
Making games for libraries (Leeds)
The document discusses the concept of play and its significance in creating games for libraries, emphasizing that play is a voluntary and intrinsically motivated activity. It outlines the essential elements of games, such as rules, goals, and feedback systems, while also exploring various game mechanics that can enhance learning. It encourages collaboration in developing games by identifying challenges and key mechanics to engage specific audiences.
More Related Content
Similar to Making games for libraries (Leeds)
Making games for libraries (Leeds)
- 1. Making games forlibraries… Leeds, 2012 Andrew Walsh, Academic Librarian / Teaching Fellow Twitter - andywalsh999 #tag for the day - #libraryplay
- 2. What is play? "Summingup the formal characteristic of play, we might call it a free activity standing quite consciously outside 'ordinary' life as being 'not serious' but at the same time absorbing the player intensely and utterly. It is an activity connected with no material interest, and no profit can be gained by it. It proceeds within its own proper boundaries of time and space according to fixed rules and in an orderly manner. It promotes the formation of social groupings that tend to surround themselves with secrecy and to stress the difference from the common world by disguise or other means.“ Huizinga (1955) Homo Ludens play is Apparently Purposeless (done for its own sake); Voluntary; has Inherent Attraction; Freedom from time; Diminished consciousness of self; Improvisational potential; and Continuation desire. Brown & Vaughan (2010) Play: How it shapes the brain, opens the imagination, and invigorates the soul.
- 3. Make a modelof… …the game you’d like to create. Think about: • The challenge you are addressing • The mechanics of the game you’d create • The audience you are aiming at http://www.flickr.com/photos/geekdreams/5291187377
- 4. What are games? Playwith rules? “All games share four defining traits: a goal, rules, a feedback system, and voluntary participation.” McGonigal (2012) Reality is broken: Why games make us better and how they can change the world.
- 5. Why use gamesfor learning libraries? https://libwebspace.library.cmu.edu:4430/libraries-and-collections/Libraries/etc/game2/game2.swf
- 6. Different types ofgames for learning Model from ALT-GLSIG / N. Whitton
- 7. Game mechanics • Acting • Dice Rolling • Secret Unit Deployment • Action Point Allowance System • Grid Movement • Set Collection • Area Control / Area Influence • Hand Management • Simulation • Hex-and-Counter • Simultaneous Action • Area Enclosure • Line Drawing Selection • Area Movement • Memory • Singing • Area-Impulse • Modular Board • Stock Holding • Auction/Bidding • Paper-and-Pencil • Storytelling • Betting/Wagering • Partnerships • Tile Placement • Pattern Building • Time Track • Campaign / Battle Card Driven • Pattern Recognition • Trading • Card Drafting • Pick-up and Deliver • Trick-taking • Chit-Pull System • Point to Point Movement • Variable Phase Order • Co-operative Play • Press Your Luck • Variable Player Powers • Commodity Speculation • Rock-Paper-Scissors • Voting • Role Playing • Worker Placement • Crayon Rail System • Roll / Spin and Move • Deck / Pool Building • Route/Network Building From “Board game Geek” http://boardgamegeek.com/
- 8. Game mechanics “Game Mechanicsare constructs of rules and feedback loops intended to produce enjoyable gameplay. They are the building blocks that can be applied and combined to gamify any non- game context.” From Gamification Wiki - http://gamification.org/wiki/Game_Mechanics
- 9. Examples of librarygames
- 10.
- 11.
- 12. In groups… • Whatproblem will your game address? • What will your key game mechanic be? • Who will play the game? • What constraints do you need to place on the game? (time, instructor led, technology, etc.)
Editor's Notes
- #2 I’ll give an introduction to some ideas first of all, but then the day will largely be you!Come up with ideas for gamesOutline the key aspects of potential gamesPrototype them!
- #3 Essentially play is something that steps outside normal life – it sits within its own place that players agree (any children’s librarian have a special place for storytime?). People can forget themselves and do or create things they normally wouldn’t feel able to do.Looking at these definitions of play, bringing more play into the library seems an attractive proposition. If we could bring this completely voluntary, apparently purposeless activity into the library, with its own inherent attraction and continuation desire it may help to reduce library anxiety for our low uSo, I’m going to ask you to play with some modelling dough during the rest of these slides… play with it, try and create a model that shows the challenge you’d like to address with a game.sers, as well as increase activity within the library for many users
- #4 Into a play exercise…Will ask you to talk about your models later!
- #5 Essentially games are what happens when you formalise play! Hard to describe, but we know what a game is when we see one…
- #6 Constructivist approach
- #7 From NicWhitton’sinitial model – subject to change! Just included this to show the different angles you could come at games for libraries from. Should it be “play”, “engagement”, or “Active learning”? Or some combination of any 2 (or all 3)....
- #8 Lots & lots – instead of looking at a detailed list, think of games you enjoy planning and reflect on the mechanics these games introduce.
- #9 Rather than trying to force people into considering lots of different “official mechanics”, that’s why I’ve brought some games along! Consider the games you’ve played today, the many games you’ve played in the past, and think about how they work. Can you take elements from them and re-work them into a new game?
- #10 Finish with some examples of other library games and gamification… brought along a copy of seek for everyone, mainly to show it can be done fairly easily! Social Media game? Bibliobouts? Treasure hunts (from mlibs in Brisbane)? Others…
- #11 Notice that many people go with online games! Tend to think this means they get distracted by the thought of doing a “computer game”… often look quite bad and are unlikely to be seriously played Look & feel is important to engaging the player… would recommend people consider gameplay and story first. Try to create simple, good looking games you can use in your own teaching… these can then get converted to online games if you want, but none of us would have the budget to create a proper, good looking computer game from scratch…
- #12 Tell everyoneabout your model!The challenge you are addressingPerhaps the mechanics of the game you’d createThe audience you are aiming atOnce everyone has presented their models, I’ll ask you to organise into groups – people who are interested in working on similar games or to address similar problems… and we’ll start creating!
- #13 Write up to present to the other groups – chance to swap groups after the presentation, or to work individually if you want!