Research Overview at UW-Madison in GLS group
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Research Overview at UW-Madison in GLS group
- 1. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
- 2. AUGMENTED REALITY GAMING • Local Games Lab • Place-Based Adventures • ARIS: Engine Project • ARIS: Game Development • MML: Community Building
- 3. INFORMAL LEARNING • Pop.Cosmo: WoW Boys • Pop.Cosmo: Tech Savvy Girls • Pop.Cosmo: WoW Science • Competitive Fandom • Music/Rhythm Studies • Immersive Literature Project • Critical and Ethical Reasoning
- 4. DIGITAL LITERACIES • Youth Film Making • Digital Poetry • MML: Emergent Youth • Media Literacy & Youth • New Literacies in High School • After-School Game Clubs
- 5. LEADERSHIP AND PRACTICE • SLG: Interactive Narratives • SLG: Teacher Evaluation Tools • SLG: Instructional Lead. Game • The Kid Grid • MMOs Leadership Studies
- 6. GAMES AND FORMAL LEARNING • MML: Classroom Lessons • CivIII: YLA, After-School, FLVS Curriculum Development • WCATY World History • Language Development • PEOPLE Program • Urban/Hip-Hop Games
- 7. GAME DESIGN • Gamestar Mechanic • Gamers as Designers • Mad Designers • ARIS: Gamejams arisgames.org
- 8. Games+Learning+Society University of Wisconsin-Madison http://www.glsconference.org
- 9. winning at losing how do they do it?
- 26. from Mark Chen Summer ’08
- 27. ‘looped’ play
- 28. feedback loops
- 29. feedback loops
- 30. feedback loops
- 31. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
- 32. vu Multiple models of feedbck
- 33. vu Multiple models of feedbck
- 34. iStan
- 35. iStan
- 37. feedback loops
- 38. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
- 40. educational implications life bars advisors scoring (top ten) audience events/pop-ups peers
- 41. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 42. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 43. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access
- 44. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data
- 45. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative
- 46. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 47. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 48. classrooms
- 49. classrooms Differentiated Instruction Continuum Assessment Massive Data and Feedback (IEP) Game Mechanics Audience Connected
- 51. winning at losing Seann M. Dikkers http://web.me.com/seanndikkers/ sdikkers@gmail.com
Notas del editor
- ...our question is How? and maybe seeing a vision for learning based on play and loss mechanics.
- 4) Perception of “Losers” Images of gaming and loss in popular culture... Are there other models? What might productive losers look like? Current research suggests other images
- impending loss
- Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- Replayability Endless “lives” Shift in how we “die” in games
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Feature --> Standard/norm Semiotic system or part of the discourse.
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- Developed, even funny death sequences as part of the game but this meant you had to be able to “save”!
- importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- Part of the language of students today Creates a “balance mechanic” vs. “win”-”loss” Allows for complexity...
- video on Zoo Tycoon
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.
- for ed, we can replace these strategies with classroom ones... ...plus add a couple Good teachers have done these things forever We’re just starting to make applications that can do these things digitally.