Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Autenrieth&wechselberger ract15

892 Aufrufe

Veröffentlicht am

Some thoughts on how the concept of theorycrafting can be expanded and used in educational contexts

Veröffentlicht in: Wissenschaft

Autenrieth&wechselberger ract15

  1. 1. From Chaos to Structure Theorycrafting as a playful method to engage Critical Thinking Autenrieth/Wechselberger for RACT15
  2. 2. Kelvin Autenrieth M.A. Logic and Theory of Science Leipzig, Germany Independant Researcher, Game Designer and Lecturer Experimental Game Design, Game Analytics, Game Mechanics, Philosophy of Games autenrieth@edu-gaming.de About Us Ulrich Wechselberger PhD in Educational Science Koblenz, Germany Institute for Web Science and Technologies Gamification, E-Learning/Blended Learning, Serious Games wechselberger@uni-koblenz.de
  3. 3. How to support critical thinking with video games?
  4. 4. intrinsic and utilitarian value How to support critical thinking with video games?
  5. 5. How to support critical thinking with video games? intrinsic and utilitarian value engaging and effective
  6. 6. Games can be unique Teaching Tools
  7. 7. Games can be unique Teaching Tools World of Warcraft (2005)
  8. 8. Games can be unique Teaching Tools World of Warcraft (2005)
  9. 9. Games can be unique Motivating Tools
  10. 10. Being in flow Csikszentmihalyi 1990
  11. 11. But sorry, There is no formula to harness the power of games for education =(
  12. 12. Two Types of Games and Challenges
  13. 13. Psychomotoric Skills Hand-eye-coordination Reflexes Sensual awareness Timing Accuracy Call of Duty 4 (2007)Flappy Bird (2013) Guitar Hero 3 (2007)
  14. 14. Cognitive Skills Resources management Problem solving Deliberated planning Decision making Information acquisition Pattern recognition Logical thinking Civilization 5 (2010) Monkey Island (1990) Antichamber (2013)
  15. 15. Theorycrafting (1)  Derives from the game Starcraft and Game Theory  “By using statistical analysis and mathematical modeling, theorycrafters seek out the underlying formulae that govern [a game], largely in an attempt to play [a game] better.” (Paul 2011)
  16. 16. Comparing Two Different Weapons
  17. 17. Detailed Efficiency Analysis
  18. 18. Calculating Predictions through Probability Distributions
  19. 19. Schell 2008  To build a viable strategy, a player must know the (underlying) game rules
  20. 20. Schell 2008  To build a viable strategy, a player must know the (underlying) game rules  Explicit Information is what you know FIFA 15 (2014)
  21. 21. Schell 2008  To build a viable strategy, a player must know the (underlying) game rules  Explicit Information is what you know  Implicit Information is what the game knows
  22. 22.  To build a viable strategy, a player must know the (underlying) game rules  Explicit Information is what you know  Implicit Information is what the game knows How can we get this information? Super Mario Bros. (1985)
  23. 23. Theorycrafting (2)  Derives from crafting (creating) a theory (model) of the game world  Theorycrafting is playful experimentation in order to get an understanding of the underlying rules to build a model of a game
  24. 24. Doing Theorycraft 1. Entering thinking mode  Clues  Inconsistent rule model
  25. 25. Doing Theorycraft 1. Entering thinking mode  Clues  Inconsistent rule model Deus Ex (2011)
  26. 26. Doing Theorycraft 1. Entering thinking mode  Clues  Inconsistent rule model  FAIL
  27. 27. Doing Theorycraft 1. Entering thinking mode 2. Questioning  Why does my theory not apply anymore?  Are there any hidden rules I don’t know about?  Did I overlook something?
  28. 28. 1. Entering thinking mode 2. Questioning 3. Observating, analyzing, experimenting  Try to find a possible solution  Replaying and testing ideas Doing Theorycraft
  29. 29. Doing Theorycraft 1. Entering thinking mode 2. Questioning 3. Observation, analyzing, Experimenting 4. Hypothesis building  If A, then B  A causes B  Doing A results in B
  30. 30. Doing Theorycraft 1. Entering thinking mode 2. Questioning 3. Observating, Analyzing, Experimenting 4. Hypothesis building 5. Hypothesis Testing  Setup test scenario  Controlling the external variance  Verification or falsification of the hypothesis
  31. 31. Doing Theorycraft 1. Entering thinking mode 2. Questioning 3. Observating, Analyzing, Experimenting 4. Hypothesis building 5. Hypothesis Testing
  32. 32. Instructional Teaching with Theorycrafting 1. Find out as many rules of the game as possible and answer the following questions  How are the different variables interlocked?  Could anything else have caused the effect I just observed?  Based on your findings, what are fruitful strategies?  If you encounter unpredictable effects, can they be tied to specific causes? 2. Debate about the models found (relations, consistency, dependencies) 3. Try to find a real-life phenomena that can be analyzed with these strategies
  33. 33. What is the movement pattern of the ghosts? Pac-Man (1980)
  34. 34. What are the consequences of the actions? What determines the resource generation? A dark room (2013)
  35. 35. Make the fan move and the display show an 8 Designed with LogicLab
  36. 36. Open Questions and Challenges  Is the method transferable into real life situations/examples?  Can these special situations adapted for an educational setting?  Can we transfer the playful approach of theorycrafting to (in-)formal learning environments?  Theorycrafting as a playful way to teach the scientific method?  Lacking heavily in research and theories
  37. 37. Literature Gee, J. P. (2008): Good video games + good learning. Collected essays on video games, learning, and literacy. Lang, New York. Paul, C. A. (2011): Optimizing Play: How Theorycraft Changes Gameplay and Design. Online: http://gamestudies.org/1102/articles/paul. Schell, J. (2008): The art of game design. A book of lenses. Amsterdam. Sykes, J. (2006): Affective Gaming: Advancing the Argument for Game-Based Learning, in: Pivec, M. (ed.). Affective and Emotional Aspects of Human-Computer Interaction. IOS Press, Amsterdam, p. 3–7.

×