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Social Gaming for Events
- 1. Social Gaming for Events in partnership with An Production
- 2. V
- 4. Playing that game made me feel _________.
- 5. Co-creation
- 6. Game Environment • What type of organization is it? • Why is the event held? • What is the format? • Demographics? • Who are the stakeholders?
- 7. Framing the Game • How will this improve your event or support organizational goals or initiatives? • How will this help your stakeholders? • Discussion: Business Objectives
- 8. B o r e d o m
- 9. B o r e d o m “Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb.”
- 10. B o r e d o m “Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb.” “Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. In other words, with games, learning is the drug” - Ralph Koster, A Theory of Fun That’s a good book to read! So is “Total Engagement”
- 11. D e t a c h m e n t “We know from considerable research on the human brain that people learn more deeply when there is an emotional attachment to their learning and problem solving, when something is at stake for them personally.” -James Paul Gee, Deep Learning Properties of Good Digital Games
- 12. Boredom Busters
- 13. Boredom Busters Play/Fun - Role in Learning and Problem Solving
- 14. Boredom Busters Play/Fun - Role in Learning and Problem Solving While playing, we enter a state of flow (“flow”: Mihaly Csikzentmihalyi)
- 15. Boredom Busters Play/Fun - Role in Learning and Problem Solving While playing, we enter a state of flow It’s SAFE! (“flow”: Mihaly Csikzentmihalyi)
- 16. Boredom Busters Play/Fun - Role in Learning and Problem Solving While playing, we enter a state of flow It’s SAFE! Emotional Engagement = Total Commitment (“flow”: Mihaly Csikzentmihalyi)
- 17. Boredom Busters Play/Fun - Role in Learning and Problem Solving While playing, we enter a state of flow It’s SAFE! Emotional Engagement = Total Commitment Competition = Engagement (“flow”: Mihaly Csikzentmihalyi)
- 18. Boredom Busters Play/Fun - Role in Learning and Problem Solving While playing, we enter a state of flow It’s SAFE! Emotional Engagement = Total Commitment Competition = Engagement Pedagogy (“flow”: Mihaly Csikzentmihalyi) (Pedagogy: Malcom Knowles, Alexander Kapp)
- 19. I s o l a t i o n
- 20. I s o l a t i o n “Even a small taste of communitas can be enough to bring us back to the social world if we feel isolated from it, or to renew our commitment to participating actively and positively...”
- 21. I s o l a t i o n “Even a small taste of communitas can be enough to bring us back to the social world if we feel isolated from it, or to renew our commitment to participating actively and positively...” “Experiencing a short burst of community in a space that previously felt uninviting or simply uninteresting...becomes a space for us to act and to be of service, not just to pass through or observe.”
- 22. I s o l a t i o n “Even a small taste of communitas can be enough to bring us back to the social world if we feel isolated from it, or to renew our commitment to participating actively and positively...” “Experiencing a short burst of community in a space that previously felt uninviting or simply uninteresting...becomes a space for us to act and to be of service, not just to pass through or observe.” - Jane McGonigal, Reality is Broken
- 23. Communitas
- 29. Types of Games
- 30. Types of Games Types of Games Hide & Seek Strategy Action Finite v. Infinite Role Playing Exploration Building
- 31. Types of Games Types of Games Hide & Seek Strategy Action Finite v. Infinite Role Playing Exploration Building
- 32. Game Mechanics All games share four defining traits: 1. A goal, 2. Rules, 3. A feedback system, 4. Voluntary participation. (source: “Reality is Broken”, Jane McGonigal)
- 33. Mechanics, Cont’d Supporting Elements Roles Challenge to Overcome Increasing difficulty* Rewards
- 35. Let’s Build It! • Goal • Rules • Roles • Feedback system • Increasing Difficulty* • Reward
- 36. A Few Good Ideas
- 37. A Few Good Ideas CEC’s/CEU’s
- 38. A Few Good Ideas CEC’s/CEU’s CSR Activities
- 39. A Few Good Ideas CEC’s/CEU’s CSR Activities Sponsored Cheat Codes
- 40. A Few Good Ideas CEC’s/CEU’s CSR Activities Sponsored Cheat Codes Geoteaming
- 41. A Few Good Ideas CEC’s/CEU’s CSR Activities Sponsored Cheat Codes Geoteaming Augmented Reality
- 42. A Few Good Ideas CEC’s/CEU’s RFID - gamepieces CSR Activities Sponsored Cheat Codes Geoteaming Augmented Reality
- 43. A Few Good Ideas CEC’s/CEU’s RFID - gamepieces CSR Activities Transform Board Games Sponsored Cheat Codes Geoteaming Augmented Reality
- 44. A Few Good Ideas CEC’s/CEU’s RFID - gamepieces CSR Activities Transform Board Games Sponsored Cheat Codes Mobile: Custom, Scvngr, QR Codes Geoteaming Augmented Reality
- 45. The session is never over! Jessica Levin, Midori MBA, CMP Connolly Seven Degrees AVGirl Communications midori@pulsestaging.com engage@sevendegreescommunications.com @GreenA_V @JessicaLevin gplus.to/midoric gplus.to/jessicalevin http://bit.ly/wec11gaming
- 47. Still not convinced? • In the United States alone, there are 183 million active gamers (playing, on average, 13 hours per week). Globally this number reaches almost 300 million. • 69% of all heads of household play computer and video games. • 40% of all gamers are women. • 61% of CEOs, CFOs and other senior executives say they take daily game breaks at work.
Notas del editor
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- 2 minute discussion in groups of 2.\n
- Ralph Koster, A Theory of Fun\n
- Ralph Koster, A Theory of Fun\n
- Ralph Koster, A Theory of Fun\n
- Ralph Koster, A Theory of Fun\n
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- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Our best moments (the ones we claim to enjoy the most) occur when we’re voluntarily trying to accomplish something difficult for which we have the right skills.\nadults want to use what they know and be acknowledged for having that knowledge\nadults must experience a need to learn something in order to solve real-life tasks or problems \nencourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill\n\n
- Communitas is an anthropoligical term for the spirit of community. a powerful sense of togetherness, solidarity and social connection. Protects againt loneliness and isolation.\n
- Communitas is an anthropoligical term for the spirit of community. a powerful sense of togetherness, solidarity and social connection. Protects againt loneliness and isolation.\n
- Communitas is an anthropoligical term for the spirit of community. a powerful sense of togetherness, solidarity and social connection. Protects againt loneliness and isolation.\n
- We have social media - most people have the food table.\n\nWe develop identity with a community\nSense of belonging at all times\nAchieving goals gives a sense of shared, common interests.\nAlso, fosters innovation.\n
- We have social media - most people have the food table.\n\nWe develop identity with a community\nSense of belonging at all times\nAchieving goals gives a sense of shared, common interests.\nAlso, fosters innovation.\n
- We have social media - most people have the food table.\n\nWe develop identity with a community\nSense of belonging at all times\nAchieving goals gives a sense of shared, common interests.\nAlso, fosters innovation.\n
- We have social media - most people have the food table.\n\nWe develop identity with a community\nSense of belonging at all times\nAchieving goals gives a sense of shared, common interests.\nAlso, fosters innovation.\n
- We have social media - most people have the food table.\n\nWe develop identity with a community\nSense of belonging at all times\nAchieving goals gives a sense of shared, common interests.\nAlso, fosters innovation.\n
- Risk, Strategico. \nFootball, sports-oriented. \nRole Playing - problem solving. All three allow conflict to be practiced.\nExploration - learn about an environment, physical product or space. Scvng, Foursquare or association exploring new website.\nBuilding, much the same.\nHide and Seek combines strategy, exploration of an environment and action\n\n
- Risk, Strategico. \nFootball, sports-oriented. \nRole Playing - problem solving. All three allow conflict to be practiced.\nExploration - learn about an environment, physical product or space. Scvng, Foursquare or association exploring new website.\nBuilding, much the same.\nHide and Seek combines strategy, exploration of an environment and action\n\n
- Risk, Strategico. \nFootball, sports-oriented. \nRole Playing - problem solving. All three allow conflict to be practiced.\nExploration - learn about an environment, physical product or space. Scvng, Foursquare or association exploring new website.\nBuilding, much the same.\nHide and Seek combines strategy, exploration of an environment and action\n\n
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