Research Overview at UW-Madison in GLS group
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This document discusses several topics related to games, learning, and society, including: 1) Augmented reality gaming and an ARIS engine project for game development. 2) Examples of informal learning through games, like World of Warcraft studies and immersive literature projects. 3) Digital literacies developed through youth filmmaking, digital poetry, and media literacy. 4) The role of games in leadership, practice, and formal learning contexts like classrooms, after school programs, and world history curricula. 5) Game design topics such as game mechanics and game jams.
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Research Overview at UW-Madison in GLS group
- 1. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
- 2. AUGMENTED REALITY GAMING • Local Games Lab • Place-Based Adventures • ARIS: Engine Project • ARIS: Game Development • MML: Community Building
- 3. INFORMAL LEARNING • Pop.Cosmo: WoW Boys • Pop.Cosmo: Tech Savvy Girls • Pop.Cosmo: WoW Science • Competitive Fandom • Music/Rhythm Studies • Immersive Literature Project • Critical and Ethical Reasoning
- 4. DIGITAL LITERACIES • Youth Film Making • Digital Poetry • MML: Emergent Youth • Media Literacy & Youth • New Literacies in High School • After-School Game Clubs
- 5. LEADERSHIP AND PRACTICE • SLG: Interactive Narratives • SLG: Teacher Evaluation Tools • SLG: Instructional Lead. Game • The Kid Grid • MMOs Leadership Studies
- 6. GAMES AND FORMAL LEARNING • MML: Classroom Lessons • CivIII: YLA, After-School, FLVS Curriculum Development • WCATY World History • Language Development • PEOPLE Program • Urban/Hip-Hop Games
- 7. GAME DESIGN • Gamestar Mechanic • Gamers as Designers • Mad Designers • ARIS: Gamejams arisgames.org
- 8. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
- 9. winning at losing how do they do it?
- 26. from Mark Chen Summer ’08
- 27. ‘looped’ play
- 28. feedback loops
- 29. feedback loops
- 30. feedback loops
- 31. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
- 32. vu Multiple models of feedbck
- 33. vu Multiple models of feedbck
- 34. iStan
- 35. iStan
- 37. feedback loops
- 38. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
- 40. educational implications life bars advisors scoring (top ten) audience events/pop-ups peers
- 41. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 42. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 43. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access
- 44. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data
- 45. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative
- 46. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 47. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 48. classrooms
- 49. classrooms Differentiated Instruction Continuum Assessment Massive Data and Feedback (IEP) Game Mechanics Audience Connected
- 51. winning at losing Seann M. Dikkers http://web.me.com/seanndikkers/ sdikkers@gmail.com
Editor's Notes
- ...our question is How? and maybe seeing a vision for learning based on play and loss mechanics.
- 4) Perception of “Losers” Images of gaming and loss in popular culture... Are there other models? What might productive losers look like? Current research suggests other images
- impending loss
- Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- Replayability Endless “lives” Shift in how we “die” in games
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Developed, even funny death sequences as part of the game but this meant you had to be able to “save”!
- importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- Part of the language of students today Creates a “balance mechanic” vs. “win”-”loss” Allows for complexity...
- video on Zoo Tycoon
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.