A game is a competitive activity that challenges people through decisions and moves to complete objectives, aiming to provide a reward based on performance. Games fulfill a human need for amusement and are played for leisure, sometimes with family and friends using board games or virtually through video games. While some see games simply as entertainment, others view them as an art form requiring extensive collaboration from developers to create immersive virtual worlds.
Empathy Games - playing for a better world by Felipe Barcellos (@elvexkidd)Felipe Barcellos
Empathy Games probably won't save the world but it can surely gives us a hand in the right direction on how we can reach realities and contexts that are alien to us, enhancing our empathy. This can lead us to a better understanding of the different realities we can experience as humans.
Presentation for a seminary on the post-graduation course of Electronic Games Development from Universidade do Estado do Amazonas (Manaus, Brazil).
Author: Felipe Barcellos
www.elvexkidd.com
A short primer I did for MAGFest 8.5 - a smaller MAGFest event - to introduce two specialists in educational gaming. I discussed how games can represent reality in different ways, primarily for educational purposes.
"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.
Empathy Games - playing for a better world by Felipe Barcellos (@elvexkidd)Felipe Barcellos
Empathy Games probably won't save the world but it can surely gives us a hand in the right direction on how we can reach realities and contexts that are alien to us, enhancing our empathy. This can lead us to a better understanding of the different realities we can experience as humans.
Presentation for a seminary on the post-graduation course of Electronic Games Development from Universidade do Estado do Amazonas (Manaus, Brazil).
Author: Felipe Barcellos
www.elvexkidd.com
A short primer I did for MAGFest 8.5 - a smaller MAGFest event - to introduce two specialists in educational gaming. I discussed how games can represent reality in different ways, primarily for educational purposes.
"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.
by Pietro Polsinelli - We will go through real world cases of applied application design and development - games for health and educational games. There is a common pattern in applied game design: the customer puts in enthusiastic but rough ideas, and the game designer’s work is to refine the provided concepts, come up with new ones and bind the concept with mechanics and loops that result in consistent game play. We will go through several applied game design process in order to give a how-to first guide and we'll give directions for other cases.
Meeple centred design - Board Game AccessibilityMichael Heron
Delivered at the UK Games Expo on Friday 1st of June, 2018 . In this seminar, Dr Michael Heron and Pauline Belford of Meeple Like Us discuss the topic of board game accessibility and why support for people with disabilities within the tabletop gaming community is important - not just for its own sake, but for all of us.
Pages referenced here:
Meeple Like Us: http://meeplelikeus.co.uk
The Game Accessibility Guidelines: http://gameaccessibilityguidelines.com/
Eighteen Months of Meeple Like Us:
http://meeplelikeus.co.uk/eighteen-months-of-meeple-like-us-an-exploration-into-the-state-of-board-game-accessibility/
Meeple Centred Design: http://meeplelikeus.co.uk/meeple-centred-design-a-heuristic-toolkit-for-evaluating-the-accessibility-of-tabletop-games/
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
How Videogames Have Helped My Life ... and YoursPhillip Raskin
Presented on 16 July 2013 at a Gamification Masterclass in Singapore. A brief history of gaming of all kinds, my personal history with videogames and 15 things we can learn and have learned from gamez. At least some of these "fine fifteen" should be a part of any game design, gamificiaton development or even online interactive content strategy.
Joys of Absence: Emotion, Emotion Display, and Interaction Tension in Video G...Sebastian Deterding
Paper presented at Foundations of Digital Games 2015: While Erving Goffman’s work on frames has found broad adoption in game research, his sociological theory of gameplay enjoyment as “euphoric ease” has not been probed, although it is one of the few theories of gameplay enjoyment focusing what is absent in gameplay. Because spontaneous and socially demanded emotional involvement often align in gameplay, Goffman holds, it lacks the effortful self-regulation of conduct and emotion typical for everyday life. This paper presents an empirical grounding of Goffman’s theory, drawing on a qualitative interview study on social norms of emotion regulation in video game play. Data suggests that the absence of active emotional self-control may indeed be a hygiene factor of game enjoyment most strongly found in solitary gameplay, afforded by a socio-material setting licensing the display of gaming-typical emotions, and shielding form potentially disapproving onlookers.
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
Video games have long been understood as an entertaining and popular medium, and recent work has suggested that at least part of their appeal rests in their ability to foster feelings of sociability and belonging with others. From this, we expected that following an episode of social ostracism, playing video games with other people would be an enjoyable experience due the game’s ability to restore one’s social needs. However, in a 2 (social inclusion vs. social ostracism) x 2 (choosing to play alone vs. co-playing) quasi-experimental design, individuals who were socially ostracized in a ball tossing game reported no deficit in their subsequent enjoyment of the video game- reporting above-average enjoyment - while individuals who were socially included reported significantly lower enjoyment when playing alone compare to all other conditions. These effects held, controlling for individual sex, trait need for belonging, video game self-efficacy, and individual performance at the game. These results ran counter to predictions regarding the socially restorative power of video games following a social ostracism episode, and offer insight into how social scenarios might foster expectations of entertainment media products.
Citation: Bowman, N. D., Kowert, R., & Cohen, E. (2014, November). When the ball stops, the fun stops too: The impact of social inclusion on video game enjoyment. Paper to be presented at the National Communication Association, Chicago.
The first computer games go back to the 50s when a nought and crosses game was created using an EDSAC computer. An effort at MIT ten years later led to a the multiplayer Spacewar game developed in a PDP-1. Even though these games were primitive, a game industry was born with the first games available in special locations – arcades. Today’s games are produced with modest Hollywood budgets and some are selling more than box-office hits.
Games are powerful. People can spend a lot of time playing games. Games are also great motivators. People do things that don´t even like, if they feel like they are playing game. Gamififcation is the use of game mechanics to motivate people to do stuff they generally would not do.
In this paper from the Tampere Spring Seminar in Game Studies "Money and Games", I argue that game studies should systematically explore how economic condition afford and constrain game aesthetics.
Tutorial and workshop from the Games for Health 2014 conference. Covers common problems, failings of gamification, elements of player experience, paper prototyping, and essential concepts in game design.
by Pietro Polsinelli - We will go through real world cases of applied application design and development - games for health and educational games. There is a common pattern in applied game design: the customer puts in enthusiastic but rough ideas, and the game designer’s work is to refine the provided concepts, come up with new ones and bind the concept with mechanics and loops that result in consistent game play. We will go through several applied game design process in order to give a how-to first guide and we'll give directions for other cases.
Meeple centred design - Board Game AccessibilityMichael Heron
Delivered at the UK Games Expo on Friday 1st of June, 2018 . In this seminar, Dr Michael Heron and Pauline Belford of Meeple Like Us discuss the topic of board game accessibility and why support for people with disabilities within the tabletop gaming community is important - not just for its own sake, but for all of us.
Pages referenced here:
Meeple Like Us: http://meeplelikeus.co.uk
The Game Accessibility Guidelines: http://gameaccessibilityguidelines.com/
Eighteen Months of Meeple Like Us:
http://meeplelikeus.co.uk/eighteen-months-of-meeple-like-us-an-exploration-into-the-state-of-board-game-accessibility/
Meeple Centred Design: http://meeplelikeus.co.uk/meeple-centred-design-a-heuristic-toolkit-for-evaluating-the-accessibility-of-tabletop-games/
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
How Videogames Have Helped My Life ... and YoursPhillip Raskin
Presented on 16 July 2013 at a Gamification Masterclass in Singapore. A brief history of gaming of all kinds, my personal history with videogames and 15 things we can learn and have learned from gamez. At least some of these "fine fifteen" should be a part of any game design, gamificiaton development or even online interactive content strategy.
Joys of Absence: Emotion, Emotion Display, and Interaction Tension in Video G...Sebastian Deterding
Paper presented at Foundations of Digital Games 2015: While Erving Goffman’s work on frames has found broad adoption in game research, his sociological theory of gameplay enjoyment as “euphoric ease” has not been probed, although it is one of the few theories of gameplay enjoyment focusing what is absent in gameplay. Because spontaneous and socially demanded emotional involvement often align in gameplay, Goffman holds, it lacks the effortful self-regulation of conduct and emotion typical for everyday life. This paper presents an empirical grounding of Goffman’s theory, drawing on a qualitative interview study on social norms of emotion regulation in video game play. Data suggests that the absence of active emotional self-control may indeed be a hygiene factor of game enjoyment most strongly found in solitary gameplay, afforded by a socio-material setting licensing the display of gaming-typical emotions, and shielding form potentially disapproving onlookers.
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
Video games have long been understood as an entertaining and popular medium, and recent work has suggested that at least part of their appeal rests in their ability to foster feelings of sociability and belonging with others. From this, we expected that following an episode of social ostracism, playing video games with other people would be an enjoyable experience due the game’s ability to restore one’s social needs. However, in a 2 (social inclusion vs. social ostracism) x 2 (choosing to play alone vs. co-playing) quasi-experimental design, individuals who were socially ostracized in a ball tossing game reported no deficit in their subsequent enjoyment of the video game- reporting above-average enjoyment - while individuals who were socially included reported significantly lower enjoyment when playing alone compare to all other conditions. These effects held, controlling for individual sex, trait need for belonging, video game self-efficacy, and individual performance at the game. These results ran counter to predictions regarding the socially restorative power of video games following a social ostracism episode, and offer insight into how social scenarios might foster expectations of entertainment media products.
Citation: Bowman, N. D., Kowert, R., & Cohen, E. (2014, November). When the ball stops, the fun stops too: The impact of social inclusion on video game enjoyment. Paper to be presented at the National Communication Association, Chicago.
The first computer games go back to the 50s when a nought and crosses game was created using an EDSAC computer. An effort at MIT ten years later led to a the multiplayer Spacewar game developed in a PDP-1. Even though these games were primitive, a game industry was born with the first games available in special locations – arcades. Today’s games are produced with modest Hollywood budgets and some are selling more than box-office hits.
Games are powerful. People can spend a lot of time playing games. Games are also great motivators. People do things that don´t even like, if they feel like they are playing game. Gamififcation is the use of game mechanics to motivate people to do stuff they generally would not do.
In this paper from the Tampere Spring Seminar in Game Studies "Money and Games", I argue that game studies should systematically explore how economic condition afford and constrain game aesthetics.
Tutorial and workshop from the Games for Health 2014 conference. Covers common problems, failings of gamification, elements of player experience, paper prototyping, and essential concepts in game design.
Ik ben Saskia Vugts (1963) Al jaren schilder ik portretten in opdracht met olieverf. Na mijn opleiding aan de academie ben ik professioneel portretschilder. Mijn grootste inspiratiebron is de unieke mens. Met liefde probeer ik in ieder portret een hart en ziel te leggen.Op een geheel eigenwijze schilder ik mijn portretten op de authentieke manier met een knipoog naar modern design. Voorheen tekende ik portretten met pastel, ik maak ook dierportretten in opdracht. Aan een Portretopdracht gaat een fotoshoot vooraf. Waar veel energie ingestoken wordt, het is belangrijk om een goed beeld van de te portretteren persoon te krijgen. Na een aantal maanden is het te vervaardigen portret klaar. In opdracht van de gemeente Vught schilderde ik een levensgroot staatsieportret van Koning Willem Alexander(150/210). Voor meer informatie kijk op mijn persoonlijke website: http://saskiavugts.nl/portret-in-opdracht/
Game Thinking - Free Chapter from Even Ninja Monkeys Like to PlayAndrzej Marczewski
A chapter all about Game Thinking and how gamification fits into the overall scheme of all things games.
Get the full book on Amazon! http://www.gamified.uk/even-ninja-monkeys-like-to-play/
A presentation introducing students to the concept of Games and their importance in modern life. Non-technical, and suitable for use in a 'soft skills' module.
A brief review of who games, gaming statistics, myths & facts, plus information and tips on how to program a gaming event at your library.
Please email me for permission before using these slides.
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.