shared design spaces: new media, games and learning: new media centers june 2004 vancouver, b.c
DESCRIPTION
Shared Design Spaces: New Media, Games and Learning: New Media Centers June 2004 Vancouver, B.C. Simon Fraser University. Jim Bizzocchi, School of Interactive Arts and Tech. Brad Paras, School of Interactive Arts and Tech. Dr. Dave Goodman, School of Kinesiology, P.I. Concussion Project - PowerPoint PPT PresentationTRANSCRIPT
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Shared Design Spaces:
New Media, Games and Learning:
New Media CentersJune 2004
Vancouver, B.C.
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Simon Fraser University
• Jim Bizzocchi, School of Interactive Arts and Tech.
• Brad Paras, School of Interactive Arts and Tech.
• Dr. Dave Goodman, School of Kinesiology, P.I. Concussion Project
• Dr. David Kaufman, LIDC, P.I. SAGE Project
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Design Spaces
• To design is “to turn existing situations into preferred ones…”
- Herbert Simon
• Are there relationships between the design of:– New Media– Games– Learning
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Overview
• New Media Design
• Relationship to Learning
• Game Design
• Games and Learning
• SAGE Project
• Concussion Project
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Some selectedNew Media Theorists
• Jay David Bolter & Richard Grusin– Remediation
• Lev Manovich– The Language of New Media
• Janet Murray– Hamlet on the Holodeck
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Murray’s Propertiesof Digital Environments
• Participatory
• Procedural
• Spatial
• Encyclopedic
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Murray’s Pleasuresof Digital Environments
• Immersion
• Agency
• Transformation
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New Media and Learning?• Multimedia Principle (R.E. Mayer, 2001)
– Retention– Transfer
• Seductive Details (Harp and Mayer, 1998)– interesting but irrelevant adjuncts inhibit learning
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Game Design • Rules of Play
Katie Salen
Eric Zimmerman
MIT Press, 2003
• I have no words, I Must DesignGreg Costikyan
<www.costik.com/>
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Rules of PlayKatie Salen & Eric Zimmerman
• A game is…
– system– players– artificial conflict– rules– quantifiable
outcome
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Rules of Play
• The “Magic Circle”
• Meaningful Play
• Levels of Interactivity
• Modes of Interactivity
• Game Schema
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Rules of Play
• The Magic Circle
– “Lusory” attitude– commit to game
experience and to the game-world
– suspension of disbelief
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Rules of Play
• Meaningful Play
– Discernible– Integrated
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Rules of Play
• Levels of Interactivity– interpretive interactivity
– utilitarian interactivity
– designed choice
– macro-interactivity
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Rules of Play
• Types of Interactivity
– embedded
– emergent
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Rules of Play
• Game Schema
– game as rule
– game as play
– game as culture
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Greg Costikyan:What is a game?
• Decision making
• Goals
• Opposition
• Managing Resources
• Game Tokens
• Information
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Greg Costikyan:What strengthens a game?
• Diplomacy• Color• Simulation• Variety of Encounter• Positive Identification• Roleplaying• Socializing• Narrative Tension
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SAGE Project
• Simulation and Advanced Game Environments
• Health Sector Education
• Project Leader: David Kaufman
• Project Co-Leader: Louise Sauve
• Fully bilingual national research network
• 20 researchers, 10 universities, 15 partners
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SAGE Project
• Two conceptual domains– Conceptual Foundations– Methodologies of Tools
• Three structural domains– Games– Simulation-Games– Simulations
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SFU Concussion Project• SFU Kinesiology Department
• Dave Goodman - P.I. - Kinesiology
• Phil Winne - Education
• Three Objectives:– Quantify– Assess – Educate
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SFU Concussion Project• Education: Test use of Electronic Games
– Symptom Shock– Heads Up Hockey– Ice Hockey 3D
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SFU Concussion GameSymptom Shock
• Tetris
• Hockey scoring metaphor
• Learning content not integrated into game mechanics
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SFU Concussion GameHeads Up Hockey
• Single player game
• Mimics 3-on-3 hockey
• 2 roles: player and coach
• Content built into game mechanics
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SFU Concussion GameIce Hockey 3D
• 3-D first-person multi player hockey game
• Mimics real hockey experience & POV
• Content integrated into game play and representation
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Relevant models
• Malone and Lepper (1987)– Challenge– Fantasy– Curiousity– Control
• Csikzentmihalyi: Flow Theory– Challenge and Skill– If not in balance => anxiety or boredom– If balanced => State of Flow
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Issues - 1• How can games and simulations support
learning?
• How do differing models and representations of games and simulations affect learning outcomes?
• What is the role of narrative in:– Enhancing game play– Supporting Learning
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Issues - 2• How to maintain game variables (challenge,
balance, winning states) in educational context?
• Should educational games incorporate the learning outcomes within the game design?
• How can educators afford the development of well-designed learning games?
• What are the appropriate roles for competition and for collaboration in educational gaming?
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• Other educators using games?
• Critical issues?
• Develop a broader discourse?
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