{"id":280,"date":"2011-02-07T10:33:25","date_gmt":"2011-02-07T15:33:25","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/edtech\/?p=280"},"modified":"2011-02-12T14:03:34","modified_gmt":"2011-02-12T19:03:34","slug":"games-horizon-report-2011","status":"publish","type":"post","link":"https:\/\/blogs.dickinson.edu\/edtech\/2011\/02\/07\/games-horizon-report-2011\/","title":{"rendered":"Games \u2013 Horizon Report 2011"},"content":{"rendered":"

I’ll be co-presenting the introduction of the gaming portion of the Horizon Report at ELI 2011<\/a> with Libby Evans from UNC. \u00a0I’m posting the notes here so everyone will have access to the links of examples. \u00a0I’m sure I’ll update this again before Monday.<\/p>\n

I’m just going to run through a quick series of examples of games used or created in education. \u00a0These don’t even include those mentioned in the Horizon Report, and I’ll have a link at the end to my notes that includes these games and many others, so don’t worry about catching links as long as you get the last one.<\/p>\n

\n
    \n
  1. Games as sims – One of the great educational benefits games and simulations have is to demonstrate in a practical manner a problem with a multitude of variables. \u00a0Players need to first demonstrate an understanding of the complexity of the problem before they can advance. \u00a0We see many of examples of these in business\/economics and with environmental simulations, particularly global warming.\n
      \n
    1. Global Warming Interactive\n
        \n
      1. http:\/\/www.globalwarminginteractive.com\/<\/a> (nice about this one is model is based on a dissertation that\u2019s available, so can critique\/analyze underlying assumptions. \u00a0Fiddaman%20Dissertation%20Climate%20FREE.PDF<\/a>)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
      2. Persuasive Games \u00a0(maybe a slide of the book Persuasive-Games<\/a>)\n
          \n
        1. Games are especially effective at promoting understanding and empathy by placing the player in a situation in which they are unaccustomed. \u00a0Ian Bogost has categorized many of these types of games as \u201cPersuasive Games\u201d. \u00a0They can be designed to express a political view, desire for social change, or promote a charity. \u00a0Great for introducing a class to current events, especially those not well covered in the new.<\/li>\n
        2. Alice and Kev – Student game designer Robin Burkinshaw set up characters in Sim 3 without money or a home then shared their stories from the game. \u00a0Also a great example of games, even single person games are social and use social media to connect games, in this case, blogging.\n
            \n
          1. http:\/\/aliceandkev.wordpress.com\/<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n
          2. Darfur is Dying – NGOs are using persuasive games to spread their message. \u00a0 One of the earlier and more successful games was Darfur is Dying\n
              \n
            1. http:\/\/www.darfurisdying.com\/<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n
            2. Haiti Earthquake \u00a0– A more recent example is “Inside the Haiti Earthquake” which includes professional quality documentary footage.\n
                \n
              1. Inside the Haiti Earthquake – http:\/\/www.insidedisaster.com\/experience\/Main.html<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n
              2. Great source for these types of examples:\n
                  \n
                1. Games for Change – http:\/\/www.gamesforchange.org\/<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                2. Games as crowdsourcing tools – People can perform better than computers with many puzzles, especially those involving space and patterns. \u00a0Scientists create games to help with their research.\n
                    \n
                  1. Phylo players help scientists research for genetic diseases\n
                      \n
                    1. http:\/\/phylo.cs.mcgill.ca\/eng\/index.html<\/a><\/li>\n<\/ol>\n<\/li>\n
                    2. Fold-It is simliar, though now it’s proteins.\n
                        \n
                      1. http:\/\/fold.it\/portal\/<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                      2. Alternate Reality Games – These games have the real world as their environment. \u00a0Clues or the story is usually distributed via the internet by a game master then players work together and play in the real world until the puzzle is solved or the story is complete.\n
                          \n
                        1. Evoke – how to save the world (the real one)\n
                            \n
                          1. http:\/\/www.urgentevoke.com\/<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                          2. Games as object for study themselves whether as art, digital story or as example of a concept\n
                              \n
                            1. \u201cPortal\u201d as assigned reading for a required freshman seminar at Wabash College, \u201cInduring Questions\u201d. Portal \u00a0is played and discussed along with passages from \u00a0Erving Goffman\u2019s Presentation of Self\n
                                \n
                              1. http:\/\/www.brainygamer.com\/the_brainy_gamer\/2010\/08\/portal-booklist.html<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                              2. Games as creation tools –\u00a0We tend to think of games as being something that comes pre-packaged and played. \u00a0More and more games, however, are being used as a creative resource to alter the game itself or to create a new medium. \u00a0\u00a0In order to extend shelf life, many publishers (think LittleBigPlanet, Sims, Civiliation) now include tools to make it easier for players to create and modify within the game.\n
                                  \n
                                1. Machinima – creating movies using video from a game.\n
                                    \n
                                  1. Skits in foreign languages – Sims comes with camera icon, just click and saves action from game as an avi file. \u00a0Subtitles and audio can be added via IMovie or any other video editing software\n
                                      \n
                                    1. http:\/\/www.youtube.com\/watch?v=tRJRWBUsHho&feature=player_embedded<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                                    2. Modding – slight more adventurous\n
                                        \n
                                      1. Civ IV Mod \u00a0– Both Civ IV and now Civ V come with tools to modify any variable in the game including maps, technologies, governments, social policies and populations to create historial scenarios. \u00a0This mod was created for a class at Dickinson College for students to play the role of Montezuma or Cortes. \u00a0Discussion focused around the importance of variables not included within the game.\n
                                          \n
                                        1. http:\/\/blogs.dickinson.edu\/edtech\/2011\/02\/01\/civ-iv-mod-europe-and-the-americas-1492\/<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n
                                        2. Rome Total Realism – Mod and active community for altering Rome – Total War to be an accurate sim of the period.\n
                                            \n
                                          1. http:\/\/www.rometotalrealism.org\/index-2.html<\/a> (slide)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                                          2. Platforms – the daring\n
                                              \n
                                            1. Inform 7 – Is a platform for creating text games (MUDs) aka Zork type games. \u00a0Keep in mind, even though it\u2019s simplified programming, it\u2019s still programming. \u00a0Creators layout spaces based on the direction and description then write \u201cif then\u201d statements based on what the player may type. \u00a0We had students create a scenario based on their research of life under a fascist regime of their choice.)\n
                                                \n
                                              1. http:\/\/www.inform-fiction.org\/I7\/Welcome.html<\/a> (Show screen shot of the Baghdad game)<\/li>\n<\/ol>\n<\/li>\n
                                              2. Scirra – A free and open source platform for creating games. \u00a0While the user doesn\u2019t need to know a programming language, the logic is the same. \u00a0Objects are created, then each user action (clicking etc) must correspond to an event (player moves forward, block changes color, etc). \u00a0Has the look and feel of visual basic. \u00a0The creation of the game itself is an intellectual undertaking. \u00a0Would make a for a fascinating intro to programming course. \u00a0\u00a0Be sure to check the forum for starting tutorials. \u00a0Also keep in mind .99 is permanent beta, they\u2019re skipping to 2.0 due to memory issues.\n
                                                  \n
                                                1. http:\/\/www.scirra.com<\/a> (Have screen shot in \u00a0ppt)<\/li>\n<\/ol>\n<\/li>\n
                                                2. Venatio Creo – Simpler though also easier to use platform for creating games and developed by students from Ursinus\n
                                                    \n
                                                  1. http:\/\/www.venatiocreo.com\/<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
                                                  2. Start Libby – other examples in education\n
                                                      \n
                                                    1. Econ 201<\/a> from UNC Greensboro is an example of a game that has been used as a course for several years. It was developed in-house. \u00a0It’s single-user.\n
                                                        \n
                                                      1. http:\/\/web.uncg.edu\/dcl\/econ201\/<\/a> (See the trailer, read more information)<\/li>\n<\/ol>\n<\/li>\n
                                                      2. The Moonbase Alpha<\/a> isn’t used \u00a0in a course I’ve found, but it’s a good example of industry working with the government to develop an educational game. It’s multiuser and requires collaboration, according to the NASN blurb.\n
                                                          \n
                                                        1. http:\/\/store.steampowered.com\/app\/39000<\/a> (download the game)<\/li>\n
                                                        2. http:\/\/www.nasa.gov\/offices\/education\/programs\/national\/ltp\/games\/moonbasealpha\/index.html<\/a> (NASA\u2019s information page about the game)<\/li>\n<\/ol>\n<\/li>\n
                                                        3. \n
                                                          WoW is a commercial game that is generating a fair amount of interest regarding its educational aspects. It’s an example of using a game that’s already developed and re-purposing it for education.<\/div>\n
                                                            \n
                                                          1. \u201cVirtual Worlds, Real Leaders: Online games put the future of business leadership on display.\u201d http:\/\/www.seriosity.com\/downloads\/GIO_PDF_web.pdf<\/a><\/li>\n
                                                          2. \u201cReflections on Play, Pedagogy, and World of Warcraft.\u201d http:\/\/www.educause.edu\/EDUCAUSE+Quarterly\/EDUCAUSEQuarterlyMagazineVolum\/ReflectionsonPlayPedagogyandWo\/213663<\/a><\/li>\n
                                                          3. Dr. Steinkuehler \u2013 WoW for at risk students and other articles\u00a0http:\/\/website.education.wisc.edu\/steinkuehler\/mmogresearch.html<\/a><\/li>\n<\/ol>\n<\/li>\n
                                                          4. Finally, the MIT game suite looks terrific… except they’re just\u00a0prototypes, so there’s no link to the games. The descriptions for each game are really well-done and\u00a0can provide a guide for how to think about games and learning.\n
                                                              \n
                                                            1. http:\/\/www.educationarcade.org\/gtt\/index.htm<\/a>l (Index of prototypes, not available for download)<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
                                                              General links and resources<\/div>\n
                                                              \n
                                                                \n
                                                              1. Horizon Report Delicious links on games – http:\/\/www.delicious.com\/tag\/hz11+games<\/a><\/li>\n
                                                              2. Notes from faculty workshop at Dickinson College for games – http:\/\/bit.ly\/gzyHso<\/a><\/li>\n
                                                              3. Bryan Alexander, Gaming in the Liberal Arts http:\/\/wp.nmc.org\/proceedings2009\/papers\/computer-games-liberal-arts-world\/<\/a><\/li>\n<\/ol>\n<\/div>\n<\/li>\n<\/ol>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

                                                                I’ll be co-presenting the introduction of the gaming portion of the Horizon Report at ELI 2011 with Libby Evans from UNC. \u00a0I’m posting the notes here so everyone will have access to the links of examples. \u00a0I’m sure I’ll update … Continue reading<\/a><\/p>\n","protected":false},"author":776,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[64],"class_list":["post-280","post","type-post","status-publish","format-standard","hentry","category-general","tag-games"],"_links":{"self":[{"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/posts\/280","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/users\/776"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/comments?post=280"}],"version-history":[{"count":0,"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/posts\/280\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/media?parent=280"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/categories?post=280"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/edtech\/wp-json\/wp\/v2\/tags?post=280"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}