How does framing theory and the method of frame-reflective discourse analysis provide foundations for the emerging discipline of serious games research? A definitional or taxonomic approach to serious games (SG) is problematic and unfruitful. Using Goffman’s frame analysis as an alternative, I construct four frames, with sample illustrations, demonstrating the different ways in which the utility of games for society, business and politics is considered. These are serious games as: 1) tool (therapy, drug), 2) innovation (economic utility), 3) persuasion (idea, belief) and 4) self-organization (complexity). The frames are based upon different values and perceive different impacts of games in society, business and politics.
The slides summarize the publications: 1) Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2014). The Utility of Games for Society, Business and Politics: A Frame Reflective Analysis. In Nick Rushby & D. Surry (Eds.), Wiley Handbook of Learning Technology (in press). Wiley. 2) Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2015). A Frame-Reflective Discourse Analysis of Serious Games. British Journal of Educational Technology.
MSP in the Mediterranean Sea by Emiliano Ramieri, Thetis and by Javier Fernandez, Ecorys Madrid at the workshop 'European Union Maritime Spatial Planning Platform' at the 2nd Baltic Maritime Spatial Planning Forum in Riga, Latvia on 23-24 November 2016 (the final conference of the Baltic SCOPE collaboration).
Video and other presentations - www.balticscope.eu
www.vasab.org
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
MSP in the Mediterranean Sea by Emiliano Ramieri, Thetis and by Javier Fernandez, Ecorys Madrid at the workshop 'European Union Maritime Spatial Planning Platform' at the 2nd Baltic Maritime Spatial Planning Forum in Riga, Latvia on 23-24 November 2016 (the final conference of the Baltic SCOPE collaboration).
Video and other presentations - www.balticscope.eu
www.vasab.org
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Assignment
Essay 1
Student Name:
Abdul Kaiyum Shakil
Student Number:
S20013583
Unit Name:
Tutor’s Name:
Online games, Play and Gamification
Dr Gwyneth Peaty
Email Address:
[email protected]
Date Submitted:
26.09.2019
Word Count:
[1441]
URL (if applicable):
By submitting this assignment, I declare that I have retained a suitable copy of this assignment, have not previously submitted this work for assessment and have ensured that it complies with university and school regulations, especially concerning plagiarism and copyright.
Shakil
Signature: ___________________________
(Typing your name in the space provided is sufficient
when submitting online via Turnitin.)
All students will receive a completed marking rubric to provide feedback and comments on their work. Please indicate below (with a X) if you would like to receive additional comments as tracked changes on your submitted assignment.
Yes, I would like to receive additional feedback
The Relationships between Play and Games
Introduction
The difference in terms of epistemological and ontological differences exists in the two types of activities which are often considered as part of leisure that is, playing and gaming. The ontological issues pertain to the formalisms and structures, while the epistemological agenda deals with the dynamics of gaming and playing. A play is often defined in literature as an open-ended territory. The play comprises of world-building and make-believe as defining elements for the open-ended territory. On the other hand, games pertain to the domain of challenging the optimization and interpretation of tactics and rules, apart from the space and time. The distinction between game-mode and play-mode is also instrumental in understanding the epistemological agenda. The technique for viewing gamming is like something which takes place at a higher level, in terms of both temporarily and structurally. The internal ordering of the play-world refers to sustaining through continuous reticulating within the play-world for formal distinction elements. The duration of play, with the focus on form installation, requires management of the distinction between non-play-world and play-world. The analysis regarding the game also included references of the game Small Worlds as an example.
Analysis
Game-Mode vs. Play-Mode
The game-mode has spatial and temporal incarceration which is presupposed within the rearticulating context for the purpose of protecting game from running off target through rule-binding structures. The game SmallWorlds had similar spatial and temporal incarceration whereby the purpose remained on protecting game from running off target. Interestingly, the games need not to be considered as play; instead, the implication refers to play as a requirement for the game. There exists a sustained balance with respect to un-structured and structured space capabilities of one's tactics which is central to the game-mode. In a similar way, the play-mode has a de ...
EXPLORING THE POTENTIAL USE OF GAME WALKTHROUGH IN EDUCATION: COMPARISON OF V...IJITE
The advantages of using serious games for education have already been proven in many studies, especially
narrative VR games, which allow players to remember more information. On the other hand, game
walkthrough can compensate for the disadvantages of gaming, such as pervasiveness and convenience.
This study investigates whether game walkthrough of serious games can have the same learning effect as
serious games. Use game creation (samples) and questionnaires, this study will compare the information
that viewers remember from game walkthrough and actual game play, analyze their strengths and
weaknesses, and examine the impact of the VR format on the results. The results proved that while game
walkthrough allows subjects to follow the experiences of actual game players with a certain degree of
empathy, they have limitations when it comes to compare with actual gameplay, especially when it comes
to topics that require subjects to think for themselves. Meanwhile game walkthrough of VR game is not a
medium suitable for making the receiver memorize information. For prevalence and convenience, however,
serious games walkthrough is a viable educational option outside the classroom.
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
This is an investment-educational game design proposal I made in 2016, aiming to train teenagers on investment-literacy
(Demo:https://www.youtube.com/watch?v=u2kpDmp1HhM)
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
"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.
Playing with Digital Meaning: Video Games, Narrative, CognitionCody Mejeur
Presentation for the "Cognition and Digitisation: Joint Futures in the Humanities?" workshop as part of the Cognitive Futures in the Humanities 2016 conference.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
10 Things We Know about Designing Games for Learning From ResearchKarl Kapp
This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!
Learn to apply:
-Findings from game-based research to create effective learning content.
-Three principles for adding game elements to online and stand up instruction.
-Four motivational aspects of games to improve learning recall and application.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Assignment
Essay 1
Student Name:
Abdul Kaiyum Shakil
Student Number:
S20013583
Unit Name:
Tutor’s Name:
Online games, Play and Gamification
Dr Gwyneth Peaty
Email Address:
[email protected]
Date Submitted:
26.09.2019
Word Count:
[1441]
URL (if applicable):
By submitting this assignment, I declare that I have retained a suitable copy of this assignment, have not previously submitted this work for assessment and have ensured that it complies with university and school regulations, especially concerning plagiarism and copyright.
Shakil
Signature: ___________________________
(Typing your name in the space provided is sufficient
when submitting online via Turnitin.)
All students will receive a completed marking rubric to provide feedback and comments on their work. Please indicate below (with a X) if you would like to receive additional comments as tracked changes on your submitted assignment.
Yes, I would like to receive additional feedback
The Relationships between Play and Games
Introduction
The difference in terms of epistemological and ontological differences exists in the two types of activities which are often considered as part of leisure that is, playing and gaming. The ontological issues pertain to the formalisms and structures, while the epistemological agenda deals with the dynamics of gaming and playing. A play is often defined in literature as an open-ended territory. The play comprises of world-building and make-believe as defining elements for the open-ended territory. On the other hand, games pertain to the domain of challenging the optimization and interpretation of tactics and rules, apart from the space and time. The distinction between game-mode and play-mode is also instrumental in understanding the epistemological agenda. The technique for viewing gamming is like something which takes place at a higher level, in terms of both temporarily and structurally. The internal ordering of the play-world refers to sustaining through continuous reticulating within the play-world for formal distinction elements. The duration of play, with the focus on form installation, requires management of the distinction between non-play-world and play-world. The analysis regarding the game also included references of the game Small Worlds as an example.
Analysis
Game-Mode vs. Play-Mode
The game-mode has spatial and temporal incarceration which is presupposed within the rearticulating context for the purpose of protecting game from running off target through rule-binding structures. The game SmallWorlds had similar spatial and temporal incarceration whereby the purpose remained on protecting game from running off target. Interestingly, the games need not to be considered as play; instead, the implication refers to play as a requirement for the game. There exists a sustained balance with respect to un-structured and structured space capabilities of one's tactics which is central to the game-mode. In a similar way, the play-mode has a de ...
EXPLORING THE POTENTIAL USE OF GAME WALKTHROUGH IN EDUCATION: COMPARISON OF V...IJITE
The advantages of using serious games for education have already been proven in many studies, especially
narrative VR games, which allow players to remember more information. On the other hand, game
walkthrough can compensate for the disadvantages of gaming, such as pervasiveness and convenience.
This study investigates whether game walkthrough of serious games can have the same learning effect as
serious games. Use game creation (samples) and questionnaires, this study will compare the information
that viewers remember from game walkthrough and actual game play, analyze their strengths and
weaknesses, and examine the impact of the VR format on the results. The results proved that while game
walkthrough allows subjects to follow the experiences of actual game players with a certain degree of
empathy, they have limitations when it comes to compare with actual gameplay, especially when it comes
to topics that require subjects to think for themselves. Meanwhile game walkthrough of VR game is not a
medium suitable for making the receiver memorize information. For prevalence and convenience, however,
serious games walkthrough is a viable educational option outside the classroom.
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
This is an investment-educational game design proposal I made in 2016, aiming to train teenagers on investment-literacy
(Demo:https://www.youtube.com/watch?v=u2kpDmp1HhM)
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
"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.
Playing with Digital Meaning: Video Games, Narrative, CognitionCody Mejeur
Presentation for the "Cognition and Digitisation: Joint Futures in the Humanities?" workshop as part of the Cognitive Futures in the Humanities 2016 conference.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
10 Things We Know about Designing Games for Learning From ResearchKarl Kapp
This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!
Learn to apply:
-Findings from game-based research to create effective learning content.
-Three principles for adding game elements to online and stand up instruction.
-Four motivational aspects of games to improve learning recall and application.
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
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Matt Rife Cancels Shows Due to Health Concerns, Reschedules Tour Dates.pdfAzura Everhart
Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
Experience the thrill of Progressive Puzzle Adventures, like Scavenger Hunt Games and Escape Room Activities combined Solve Treasure Hunt Puzzles online.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
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Due to their ability to produce engaging content more quickly, over-the-top (OTT) app builders have made the process of creating video applications more accessible. The invitation to explore these platforms emphasizes how over-the-top (OTT) applications hold the potential to transform digital entertainment.
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In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
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Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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240529_Teleprotection Global Market Report 2024.pdfMadhura TBRC
The teleprotection market size has grown
exponentially in recent years. It will grow from
$21.92 billion in 2023 to $28.11 billion in 2024 at a
compound annual growth rate (CAGR) of 28.2%. The
teleprotection market size is expected to see
exponential growth in the next few years. It will grow
to $70.77 billion in 2028 at a compound annual
growth rate (CAGR) of 26.0%.
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Today's fast-paced environment worries companies of all sizes about efficiency and security. Businesses are constantly looking for new and better solutions to solve their problems, whether it's data security or facility access. RFID for access control technologies have revolutionized this.
4. Towards a science of SG
Frames and
discourse
analysis
Principles of
play
Methodology
for SG
research
Study designs
and data-
gathering
Research
instruments
and tools
Professional
ethics
5. Read the
presentation
Go to…
Research Gate
www.researchgate.net/
profile/Igor_Mayer?ev
=hdr_xprf
Academia.edu
Mendeley
Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2014). The Utility of
Games for Society, Business and Politics: A Frame Reflective Analysis.
In Nick Rushby & D. Surry (Eds.), Wiley Handbook of Learning
Technology (in press). Wiley.
Mayer, I. S., Warmelink, H. J. G., & Zhou, Q. (2015). A Frame-
Reflective Discourse Analysis of Serious Games. British Journal of
Educational Technology. (in press)
Zhou, Q. (2014). The Princess in the Castle: Challenging Serious Game
Play for Integrated Policy Analysis and Planning. PhD thesis. TU Delft.
Mayer, I. S., Bekebrede, G., Harteveld, C., Warmelink, H. J. G., Zhou,
Q., van Ruijven, T., … Wenzler, I. (2014). The Research and
Evaluation of Serious Games: Toward a Comprehensive Methodology.
British Journal of Educational Technology, 45(3), 502–527.
doi:10.1111/bjet.12067
Mayer, I. S., Bekebrede, G., Warmelink, H. J. G., & Zhou, Q. (2014). A
Brief Methodology for Researching and Evaluating Serious Games and
Game-Based Learning. In T. M. Connolly, L. Boyle, T. Hainey, G.
Baxter, & P. Moreno-Ger (Eds.), Psychology, Pedagogy and
Assessment in Serious Games (pp. 357–393). IGI Global.
doi:10.4018/978-1-4666-4773-2.ch017
8. Essentialist definitions
“How should we explain to someone what a game is? I imagine that we should
describe games to him, and we might add: ‘This and similar things are called
‘games’. And do we know any more about it ourselves? Is it only other people
whom we cannot tell exactly what a game is? But this is not ignorance. We do not
know the boundaries because none have been drawn. To repeat, we can draw a
boundary for a special purpose. Does it take that to make the concept usable? Not
at all! (Except for that special purpose)” (Wittgenstein, 1953).
“Voluntary attempt to overcome unnecessary obstacles” J.B. Suits The
Grasshopper: Games, Life and Utopia 1978
9. Functionalist definitions
Games for non-entertainment purposes…(Sawyer, 2002)
Serious game is a mental contest, played with a computer in
accordance with specific rules, that uses entertainment to
further government or corporate training, education,
health, public policy and strategic communication objectives.
(Zyda 2005)
Games for health, training, military, learning…
10. The politics behind functional definitions
Despite the possibility of rescuing serious games under the
definition I have just offered, I do not want to preserve that name.
Instead, I would like to advance persuasive games as an
alternative whose promise lies in the possibility of using
procedural rhetoric to support or challenge our understanding of
the way things in the world do or should work. (Bogost, 2007: 59)
‘Gamification is bullshit’ (Bogost, 2011)
35. Realist, Utilitarian
Evolutionist,
Transformationist
Interventionist,
Decisionist
Idealist, Phenomenological
Discourse analysis
Effectiveness
Gaming is a cost-effective,
means for learning, training
and intervention.
Innovation (€)
Global Economic Rat race.
Gaming = Innovation and
ec. sector.
Persuasion
Games are rhetorical; They
can convince, change ideas,
beliefs of players,
consumers, citizens
Playfulness
Ludification, gamification of
society, organization, politics,
leadership, management.
Lack of Proof
Show me the evidence? Do
we teach the right things?.
Poss. Neg. effects, such as
agression, addiction?
Disturbance
Over-optimism and side
effects.Risks of industrial
policy (subsidies,
protection).
Inequality
Social-ec. exclusion; what
are the consequences for
society, power (gap between
generations, rich/poor,
nations).
Manipulation
Risk of manipulation, abuse
of power, hidden agendas
and ideologies. Ideology
battle.
36. Realist, Utilitarian
Evolutionist,
Transformationist
Interventionist,
Decisionist
Idealist, Phenomenological
Discourse analysis: consequences for research
Efficacy:
The ability to reach a limited set
of pre-determined goals or
effects effectively and cost
efficiently
Innovation value
delivery
The ability to deliver certain
values important to
innovation, such as efficiency,
creativity, new socio-technical
combinations.
Belief change:
The ability to change the way
people perceive, discuss
behave around certain
issues;
Self-organization:
the ability to constitute new
forms of human-system
interaction.
Psychological, medical,
consultancy, experimental
Economic, organizational,
engineering
System sciences
(organizational learning) and
complexity sciences
Media, cultural, sociological,
political.
38. Discussion
Reflection on frame and discourse analysis
Many serious games can be viewed through multiple frames.
One frame may be more convincing than others.
We can examine the fidelity or persuasiveness of frames
Frames can break, change. New frames can emerge.
What are your examples?
What are your frames?