Movers and Shakers: Conversation and Conflict in a Serious Game for Tablets

Movers and Shakers is a tablet-based serious game that explores how subversive game design can foster meaningful conversational conflict beyond outside the game’s digital screens. This two-player strategy puzzle was developed at the Singapore-MIT GAMBIT Game Lab and is used as a research tool to explore novel challenges in multiplayer serious games. The project provides insights into the affordances and challenges of mobile serious games for co-located players

Expert systems and developing expertise: Implications of Artificial Intelligence for Education

This paper discusses a few issues in AI research with the aim of understanding whether the concepts or the tools of AI can be of use in education (see also Green, 1984). Most of the discussion focuses on natural language understanding, one aspect of the highly diverse field of AI.published or submitted for publicationis peer reviewe

Playing the Game, or Not: Reframing Understandings of Children’s Digital Play

Everybody seems to have an opinion about the value, risks and opportunities of children playing digital games. Popular media conveys messages to parents and the public alike of addicted, violent, desensitised, and anti-social children and of the privacy risk of back end data collection. Educationalists waver between seeing digital games as hindering more positive educational, social and physical activity, or as being a new way to engage students and improve learning outcomes. Parents are in fear of the ‘dangers’ of gaming and screen time yet enticed by the educational promise and the entertainment value of keeping their children occupied. Game developers see opportunities for data collection, surveillance and for nudging children’s behaviour and purchases. Many of these fears, hopes, and hype are replaying older tropes that circulate around any new technology, media forms and associated changes in practices, but are amplified further by having children as their central focus. Indeed, all of these stakeholders in children’s futures have particular understandings of what is good for children and what an ideal child should be. Yet children are not docile bodies who simply have things happen to them: they subvert, appropriate and innovate. This paper is a call for an exploration of what and how children’s digital gaming looks like from a child’s perspective and for a reframing of understanding children’s digital play as a result

Popular Culture and Academic Literacies Situated in a Pedagogical Third Space

This critical participatory action research study sought to understand what happens when students’ interest and experiences with popular culture are integrated into a standards-based sixth grade English language arts curriculum. Multiple data sources were analyzed using the theoretical concept of third space. Findings showed that (a) a democratic, collaborative learning zone was established for all members of the classroom community, (b) students were successful in a curriculum that was situated in academic literacies and their popular culture interests and literacies, and (c) this experience resulted in a transformation of teacher practice. Given the current educational climate, these findings suggest the importance of fostering spaces where academic literacies and popular culture are not positioned as binary opposites; rather they are viewed as two interrelated and relevant components of a child’s education. Furthermore, the findings call for an emphasis on pedagogy to produce powerful learning experiences, drawing upon popular culture funds of knowledge as assets for learning

Exploring the practical wisdom of mētis for management learning

This article investigates the nature of practical wisdom in organizational life through the notion of mētis, which we interpret as situated resourcefulness. Drawing on Greek mythology, we explore the nature of mētis and discuss its mythological characteristics in relation to a contemporary organizational episode. We suggest that the consideration of mētis not only highlights the shortcomings of measurement and conceptual order in management, but also allows us to project a more processual managerial response which accepts the fallacy of unilateral control and strives towards a harmonic balance of continually unfolding, dynamic and recursive patterns. © The Author(s) 2014

Your Abjection is in Another Castle: Julia Kristeva, Gamer Theory, and Identities-in-Différance

Typified rhetorical situations are often a result of normalized ideologies within cultures; however, they also have the capability to produce new ideology. Within these discursive sites, identities are constructed among these normalized social acts. More importantly, these identities are constructed across many layers, not limited to one social act, but many that overlap and influence each other. In this paper, I focus on the identities that are constructed in marginalized spaces within sites of interacting discourse. Focusing on the rhetoric of abjection posited by Julia Kristeva, along with McKenzie Wark’s exploration of gamespace, a liminal theoretical space that encompasses the sites of analysis and ideology formation from the perspective of gamers, I analyze disruptions of normalized social practices in the gaming genre in order to implement the use of abjection as a method of understanding how sites of difference produce meaning for minoritarian subjects

Korean Soap Operas, Telenovelas and Sci-fi Conspiracies: A Game-making Experience with Latin American Youth in London

This paper explores a game-making programme for 14 Latin American migrants aged 13-18 in London/UK, carried out between October/2017-January/2018, where I investigated the relationships between game conventions, platforms and personal preferences in the curation of fluid identities through game production. Participants presented varying levels of affinity with games linked both to access issues and to other specific elements (e.g. perception of games in contemporary culture, gender). Questionnaires, observations, unstructured/semistructured interviews and gaming archives were employed to explore this participatory initiative and data was analysed through Multimodal Sociosemiotics. Findings remarked how shared understandings about digital games can find their way into platforms and act as “cultural-technical gatekeepers”, supporting or hindering the engagement with game-making of those often perceived as outsiders to gaming culture. This gatekeeping happens when there are “creative dissonances” between, for example, personal preferences and platforms aligned to normative/mainstream genres. These dissonances, however, can end up fostering subversive designs, contravening gaming conventions and potentially challenging traditional gaming boundaries. This insight is relevant for understanding “cultural-technical constraints” and subversive/non-mainstream game-making, especially in relation to innovation and appropriation of game-making resources/strategies by non-mainstream groups

Novelty And Surprises In Complex Adaptive System (CAS) Dynamics: A Computational Theory of Actor Innovation

The work of John von Neumann in the 1940's on self-reproducing machines as models for biological systems and self-organized complexity provides the computational legacy for CAS. Following this, the major hypothesis emanating from Wolfram (1984), Langton (1992, 1994), Kaufmann (1993) and Casti (1994) is that the sine qua non of complex adaptive systems is their capacity to produce novelty or 'surprises' and the so called Type IV innovation based structure changing dynamics of the Wolfram-Chomsky schema. The Wolfram-Chomsky schema postulates that on varying the computational capabilities of agents, different system wide dynamics can be generated: finite automata produce Type I dynamics with unique limit points or homogeneity; push down automata produce Type II dynamics with limit cycles; linear bounded automata generate Type III chaotic trajectories with strange attractors. The significance of this schema is that it postulates that only agents with the full powers of Turing Machines capable of simulating other Turing Machines, which Wolfram calls computational universality can produce Type IV irregular innovation based structure changing dynamics associated with the three main natural exponents of CAS, evolutionary biology, immunology and capitalist growth. Langton (1990,1992) identifies the above complexity classes for dynamical systems with the halting problem of Turing machines and famously calls the phase transition or the domain on which novel objects emerge as 'life at the edge of chaos'. This paper develops the formal foundations for the emergence of novelty or innovation. Remarkably, following Binmore(1987) who first introduced to game theory the requisite dose of mechanism with players modelled as Turing Machines with the Gödel (1931) logic involving the Liar or the pure logic of opposition, we will see that only agents qua universal Turing Machines which can make self-referential calculation of hostile objectives can bring about adaptive novelty or strategic innovation

IN MIGRANTS’ SHOES. A GAME TO RAISE AWARENESS AND SUPPORT LONG-LASTING LEARNING

Questo contributo guarda al gioco come tecnologia per la comunicazione e l’apprendimento, analizzandolo in particolare come volto all’integrazione di migranti, tramite l’analisi del gioco urbano persuasivo A Hostile World e dei risultati di ricerca conseguiti in occasione della sua applicazione su due gruppi di adolescenti individuati per i loro comportamenti ostili nei confronti degli immigrati. Lo scopo del gioco è far immergere i partecipanti in situazioni inconsuete, per problematizzare e modi care attitudini mentali e preconcetti esistenti, promuovendo acquisizioni di saperi capaci di modi care comportamenti e aumentare l’empatia. Lo studio è una ricerca-azione condotta tramite questionari qualitativi somministrati pre- e post-esperienza, brevi interviste e focus group. L’analisi dei risultati rivela che i giocatori sono stati coinvolti in toccanti, scomodi processi di identi cazione che hanno ridotto pregiudizi esistenti, incrementando la comprensione delle fatiche e fragilità altrui, con risultati rilevanti in termini di apprendimento trasformativo, che ancora persiste.This contribution looks at the game as a technology for communicating, sharing and learning. It poses a specific focus on the play activity as a means to address cultural integration, presenting the analysis and research outcomes gleaned enquiring the persuasive urban game AHW (full name removed for blind peer review) and its application to a group of adolescents who manifested hostile feelings towards foreigners. The game intends to immerse players into awkward situations to problematise and modify their former mindset, prejudices and biases towards migrants, fostering effective learning outcomes able to affect behaviours and increase empathy. The enquiry is an action research conducted via pre- and post-experience qualitative questionnaires, short interviews and focus groups. The analysis reveals that players were involved in processes of moving, uncomfortable identification that lessened existing prejudices, increasing the comprehension of certain immigrants’ conditions and fragility, with relevant outcomes in terms of persisting transformative learning