2. winning at losing
lessons in gaming pedagogy
Seann M. Dikkers
University of Wisconsin - Madison
Games, Learning, & Society Research Group
Advisor: Kurt Squire
sdikkers@gmail.com
62. educational implications
progress bars teach to actions
recognition expert attention
just-in-time cooperative ed
‘cheats’ access
massive data
63. educational implications
progress bars teach to actions
recognition expert attention
just-in-time cooperative ed
‘cheats’ access massive data
narrative
64. educational implications
progress bars teach to actions
recognition expert attention
just-in-time cooperative ed
‘cheats’ access massive data
narrative
flow
65. educational implications
progress bars teach to actions
recognition expert attention
just-in-time cooperative ed
‘cheats’ access massive data
narrative flow
66. winning at losing
lessons in gaming pedagogy
Seann M. Dikkers
University of Wisconsin - Madison
Games, Learning, & Society Research Group
sdikkers@gmail.com
twit: sdikkers
http://web.me.com/seanndikkers
73. some findings
spent more time. (Martin, 2008)
more collaboration. (Steinkuehler, 2006)
new forms of Literacy. (Jenkins, Gee)
74. some findings
spent more time. (Martin, 2008)
more collaboration. (Steinkuehler, 2006)
new forms of Literacy. (Jenkins, Gee)
Strong narrative delivery. (ARIS Project, MML)
75. some findings
spent more time. (Martin, 2008)
more collaboration. (Steinkuehler, 2006)
new forms of Literacy. (Jenkins, Gee)
Strong narrative delivery. (ARIS Project, MML)
frameworks for thought, semiotic systems. (Gee, 2005)
76. some findings
spent more time. (Martin, 2008)
more collaboration. (Steinkuehler, 2006)
new forms of Literacy. (Jenkins, Gee)
Strong narrative delivery. (ARIS Project, MML)
frameworks for thought, semiotic systems. (Gee, 2005)
Trajectories for participation. (Squire, 2008)
Hinweis der Redaktion
Introduce self (ARGs, CivIII, MML, WoW study, RTR, Leadership Ed)
Talking about losing
1) Losing takes a beating,
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
Games are voluntary
Challenging
Immersive
Define “Gaming”
Total community game participation... utility bill
Third spaces, community life.
Persistent community life.. the new watercooler.
Notice that the games don’t “die”
Who is gaming? Are all kids buying in?
...Games are breaking out of the computer desk.
Surprising number of adults!
Amazing inroads in Wii (Phy.Ther, Seniors, Family)
comparaitive
The learning strategies and psychology of gaming is proven in practice...
...our question is How?
and maybe seeing a vision for learning based on play and loss mechanics.
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?)
3) High-stakes testing as a time manager and pressure cooker
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
Developed, even funny death sequences as part of the game
but this meant you had to be able to “save”!
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
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
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.
Part of the language of students today
Creates a “balance mechanic” vs. “win”-”loss”
Allows for complexity...
Massive information exchange and manipulation
for ed, we can replace these strategies with classroom ones...
...plus add a couple