gamesforlife
DESCRIPTION
A presentation made to visiting college students in 2009 about the impact of games and gaming. Particular consideration for the way in which games are serious and useful for learning as well as shaping the way we interact with technology.TRANSCRIPT
Online GamesDistractions, Diversions or Drivers?
‘Traditional’ Games• Programmed responses
• Limited/restricted interactions
• Relatively short periods of engagement
• A distraction from ‘everyday’ life
• Requires high suspension of disbelief
• Could apply to board and card games
2.5d/3d Games• Emphasis on the visual interface
• Information rich and information complex
• Networked capacity
• Greater investment of gaming time
• A ‘virtual’ reality
• Increasingly simulations of ‘everyday’ life
“Gameless” Games• Rich visual interface
• Emphasis on ‘networking’ and interaction
• Game ‘success’ requires social interaction
• The simulation is crafted by the participants (with some assistance)
Augmented reality• High end / low end approaches
• High end – high investment, inaccessible
• Low end – games driven
• Also networked
• Platform independence
Enhanced reality• Arts-based approach
• Practical, needs based(?) approach
• Less game – more reality?
Games as drivers• Online games as a social laboratory
– Experimental environment (e.g. 2nd Life)
• Games as a part of social reality– Time spent, resources invested
• Games as training for ‘everyday’ life– Cybercitizens, experiential environment