the exciting combination of consumption and creation
- all video games are rule systems about shapes, movements, and combinations.
- but what would happen if I gave each shape, movement, and combination of shapes in Tetris a meaning?
- story elements: actors, actions; states, events
games as literacy
- what’s the role of story in games?
- Casovilia: story doesn’t matter.
- The primary thing here is the player’s production of story elements, not a story per se (like Alucard kills a Sword Lord). But the little events you’re doing. A set of acts, and a set of meanings not enough to create a deep story.
- Video games allows players to have all kinds of choices, but designers cannot prepare every possible choices beforehand. So what makes video games playable is the players make meanings..
- “video games cannot be art.” -someone
- Gee disagrees.
- The marriage of rules and story elements allows two quite different stories to exist: the Designer’s story, and the virtual-real story (player’s trajectory through the game).
- the second one is more important.
- everyone go through the game differently. the example of killing a lord in a game: different trajectory.
- the example of WoW when players going back to a place, they thought about before. a personal history. building meanings when playing. personal trajectory. doesn’t happen in reading books. so players’ story, own projection of their story important, not the designer of the games.
- the possiblity of creating a world in which each person’s trajectory is important; each person is different, each person lay down a deap past of his own that can be compared or contrasted with everyone else.
Cognitive approaches in games
- modern psychology: emotional component in thinking
- give information emotional charge –> better stored and learning more deeply; emotional attachment
- the problem of schooling
- games can trigger emotions.
who is playing the game?
- virtual and real characters. melding of computer character and person.
- psychology: people feels go as far as body goes.
- in games, control is part of deep pleasure.
- virtual and real have their own skills.
- army game
- you command soldiers to do things
- the characters know a lot of things. but you need to make the right command.
- i (player) can start from zero knowledge, to build my professional knowledge by playing. because they know a lot.
- by the time of getting good at it, i contribute more.
- soldiers <-militery experience –> player
- share professional expereince
- start before competence
the good model of helping people develop professional knowledge. but only used in training people to kill. not killing people, but things like urben planning
- the designer’s story
- the virtual-real story
- the virtual-real career story
giving children a career trajectory, of problem solving (love that!!)
- triaval grammar
- going deeper
give story of your own learning
- the example of Civilization players as gods
- kids designing games designer of other people’s learning; meta-knowledge
what’s the grammar of KB?
- complex vocuabulary after Grade 4
- adopt before 5