Learning and Games

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning In this chapter, I argue that good video games recruit good learning and that a game's design is inherently connected to designing good learning for players. I start with a perspective on learning now common in the Learning Sciences that argues that people primarily think and learn through experiences they have had, not through abstract calculations and generalizations. People store these experiences in memory -- and human long-term memory is now viewed as nearly limitless -- and use them to run simulations in their minds to prepare for problem solving in new situations. These simulations help them to form hypotheses about how to proceed in the new situation based on past experiences. The chapter also discusses the conditions experience must meet if it is to be optimal for learning and shows how good video games can deliver such optimal learning experiences. Some of the issues covered include: identity and learning; models and model-based thinking; the control of avatars and "empathy for a complex system"; distributed intelligence and cross-functional teams for learning; motivation, and ownership; emotion in learning; and situated meaning, that is, the ways in which games represent verbal meaning through images, actions, and dialogue, not just other words and definitions

Coming Out of the Dungeon: Mathematics and Role-Playing Games

After hiding it for many years, I have a confession to make. Throughout middle school and high school my friends and I would gather almost every weekend, spending hours using numbers, probability, and optimization to build models that we could use to simulate almost anything. That’s right. My big secret is simple. I was a high school mathematical modeler. Of course, our weekend mathematical models didn’t bear any direct relationship to the models we explored in our mathematics and science classes. You would probably not even recognize our regular gatherings as mathematical exercises. If you looked into the room, you’d see a group of us gathered around a table, scribbling on sheets of paper, rolling dice, eating pizza, and talking about dragons, magical spells, and sword fighting. So while I claim we were engaged in mathematical modeling, I suspect that very few math classes built models like ours. After all, how many math teachers have constructed or had their students construct a mathematical representation of a dragon, a magical spell, or a swordfight? And yet, our role-playing games (RPGs) were very much mathematical models of reality — certainly not the reality of our everyday experience, but a reality nonetheless, one intended to simulate a particular kind of world. Most often for us this was the medieval, high-fantasy world of Dungeons & Dragons (D&D), but we also played games with science fiction or modern-day espionage settings. We learned a lot about math, mythology, medieval history, teamwork, storytelling, and imagination in the process. And, when existing games were inadequate vehicles for our imagination, we modified them or created new ones. In doing so, we learned even more about math. Now that I am a mathematics professor, I find myself reflecting on those days as a “fantasy modeler” and considering various questions. What is the relationship between my two interests of fantasy games and mathematics? Does having been a gamer make me a better mathematician or modeler? Does my mathematical experience make me a better gamer? These different aspects of my life may seem mostly unconnected; indeed, the “nerd” stereotype is associated with both activities, but despite public perception, the community of role-players includes many people who are not scientifically-minded. So we cannot say that role-players like math, or math-lovers role-play, because “that is simply what nerds do.” To get at the deeper question of how mathematics and role-playing are related, we first need to look at the processes of gaming, game designing, and modeling

A Computer-Based Method to Improve the Spelling of Children with Dyslexia

In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. In contrast to previous approaches, our method does not use correct words or positive examples to follow, but presents the child a misspelled word as an exercise to solve. We created these training exercises on the basis of the linguistic knowledge extracted from the errors found in texts written by children with dyslexia. To test the effectiveness of this method in Spanish, we integrated the exercises in a game for iPad, DysEggxia (Piruletras in Spanish), and carried out a within-subject experiment. During eight weeks, 48 children played either DysEggxia or Word Search, which is another word game. We conducted tests and questionnaires at the beginning of the study, after four weeks when the games were switched, and at the end of the study. The children who played DysEggxia for four weeks in a row had significantly less writing errors in the tests that after playing Word Search for the same time. This provides evidence that error-based exercises presented in a tablet help children with dyslexia improve their spelling skills.Comment: 8 pages, ASSETS'14, October 20-22, 2014, Rochester, NY, US

Challenge in Digital Games: Towards Developing a Measurement Tool

Challenge is arguably the most important experience that players seek in digital games. However, without a measure of how challenged players feel during the act of play, it is hard to design games that are neither too easy nor too hard and, therefore, truly enjoyable. Especially in industry, challenge is dominantly assessed by means of manual play testing in ad-hoc trials. The aim of this research is to create a more systematic, complete, and reliable instrument to evaluate the level of players' experienced challenge in games in the form of a questionnaire. This paper presents the key results from an extensive literature survey which will inform further development. We survey definitions of challenge, challenge types, and their relation to player experience based on the observations of game designers. We furthermore draw from empirical findings in a diverse range of fields such as game studies, human-computer interaction (HCI) and artificial intelligence (AI)

The things we learned on Liberty Island: designing games to help people become competent game players

The growing interest in the relationship between games and learning has, to date, be dominated by two traditions of work. The first treats games as potential educational content; the second considers the social contexts of learning from games, but only at a general level. A methodology has been developed that permits the detailed analysis of how people learn from particular instances of game play. This approach is used here to study two approaches to playing Deus Ex, one involving the training level and one neglecting this. The analysis revealed the things players learnt, the strategies they developed to progress through the game, the way in which these strategies evolved and also the way in which previous experience was transferred to this new context of play. This analysis permits conclusions to be drawn about the value of training levels and the importance of designing games in a way that recognizes previous gaming experience. The analysis also has implications for defining game genres, for decisions about the inclusion of design features such as quick saves and for the design of AI scripts

Small businesses in the new creative industries:innovation as a people management challenge

Purpose - This paper presents findings from an SME case study situated in the computer games industry, the youngest and fastest growing of the new digital industries. The study examines changing people management practices as the case company undergoes industry-typical strategic change to embark on explorative innovation and argues that maintaining an organisational context conducive to innovatin over time risks turning into a contest between management and employees as both parties interpret organisational pressures from their different perspectives. Design/methodology/approach - A single case study design is used as the appropriate methdology to generate indepth qualitative data from multiple organisational member perspectives. Findings - Findings indicate that management and worker perspectives on innovation as strategic change and the central people management practices required to support this differ significantly, resulting in tensions and organisational strain. As the company moves to the production of IP work, the need for more effective duality management arises. Research limitations/implications - The single case study has limitations in terms of generalisability. Multiple data collection and triangulation were used to migitate against the limitations. Practical implications - The study highlights the importance of building up change management capability in the small businesses typical for this sector, an as yet neglected focus in the academic iterature concerned with the industry and in support initatives. Originality/value - Few qualitative studies have examined people management practices in the industry in the context of organisational/strategic change, and few have adopted a process perspective

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience