Shared Design Spaces: New Media, Games and Learning: New Media Centers June 2004 Vancouver, B.C

Shared Design Spaces:

New Media, Games and Learning:

New Media CentersJune 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

• Dr. David Kaufman, LIDC, P.I. SAGE Project

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

Overview

• New Media Design

• Relationship to Learning

• Game Design

• Games and Learning

• SAGE Project

• Concussion Project

Some selectedNew Media Theorists

• Jay David Bolter & Richard Grusin– Remediation

• Lev Manovich– The Language of New Media

• Janet Murray– Hamlet on the Holodeck

Murray’s Propertiesof Digital Environments

• Participatory

• Procedural

• Spatial

• Encyclopedic

Murray’s Pleasuresof Digital Environments

• Immersion

• Agency

• Transformation

New Media and Learning?• Multimedia Principle (R.E. Mayer, 2001)

– Retention– Transfer

• Seductive Details (Harp and Mayer, 1998)– interesting but irrelevant adjuncts inhibit learning

Game Design • Rules of Play

Katie Salen

Eric Zimmerman

MIT Press, 2003

• I have no words, I Must DesignGreg Costikyan

<www.costik.com/>

Rules of PlayKatie Salen & Eric Zimmerman

• A game is…

– system– players– artificial conflict– rules– quantifiable

outcome

Rules of Play

• The “Magic Circle”

• Meaningful Play

• Levels of Interactivity

• Modes of Interactivity

• Game Schema

Rules of Play

• The Magic Circle

– “Lusory” attitude– commit to game

experience and to the game-world

– suspension of disbelief

Rules of Play

• Meaningful Play

– Discernible– Integrated

Rules of Play

• Levels of Interactivity– interpretive interactivity

– utilitarian interactivity

– designed choice

– macro-interactivity

Rules of Play

• Types of Interactivity

– embedded

– emergent

Rules of Play

• Game Schema

– game as rule

– game as play

– game as culture

Greg Costikyan:What is a game?

• Decision making

• Goals

• Opposition

• Managing Resources

• Game Tokens

• Information

Greg Costikyan:What strengthens a game?

• Diplomacy• Color• Simulation• Variety of Encounter• Positive Identification• Roleplaying• Socializing• Narrative Tension

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

SAGE Project

• Two conceptual domains– Conceptual Foundations– Methodologies of Tools

• Three structural domains– Games– Simulation-Games– Simulations

SFU Concussion Project• SFU Kinesiology Department

• Dave Goodman - P.I. - Kinesiology

• Phil Winne - Education

• Three Objectives:– Quantify– Assess – Educate

SFU Concussion Project• Education: Test use of Electronic Games

– Symptom Shock– Heads Up Hockey– Ice Hockey 3D

SFU Concussion GameSymptom Shock

• Tetris

• Hockey scoring metaphor

• Learning content not integrated into game mechanics

SFU Concussion GameHeads Up Hockey

• Single player game

• Mimics 3-on-3 hockey

• 2 roles: player and coach

• Content built into game mechanics

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

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

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

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?

• Other educators using games?

• Critical issues?

• Develop a broader discourse?

Jim Bizzocchijimbiz@sfu.ca

www.dadaprocessing.com

Jim Bizzocchijimbiz@sfu.ca

www.dadaprocessing.com

Response Response