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.
Professional experience * army game * you command soldiers to do things * the characters know a lot of things. but you need to make the right command. * solders * 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. * constrains. * 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
Three stories: 1. the designer’s story 2. the virtual-real story 3. the virtual-real career story
giving children a career trajectory, of problem solving (love that!!)
Summary * 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