Losing Presentation 8 09
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This document discusses how losing can be reframed in games and learning. It notes that novices typically experience losing as failure, frustration, and depression, while experts see losing as exploration, challenge, building endurance, and gaining expertise. The document outlines some educational implications of applying this expert mindset to learning, such as using progress bars, recognition systems, just-in-time teaching, and cooperative education to reframe failure as a step towards mastery. It also briefly reviews relevant literature on constructivism, distributed cognition, the psychology of play, and gaming's potential for learning.
Losing Presentation 8 09
- 1. break video
- 2. winning at losing lessons in gaming pedagogy Seann M. Dikkers University of Wisconsin - Madison Games, Learning, & Society Research Group Advisor: Kurt Squire sdikkers@gmail.com
- 7. iStan
- 8. iStan
- 9. M.I.T. Outdoor AR Engine GPS-Based Role-Based Map-Based Landscape Architect Wildlife Ecologist
- 10. 53% American Adults Play 2008
- 11. 97% American Teens Play 2008
- 12. how do they do it?
- 13. losing
- 18. pathing
- 19. Intro Idea Practice Test
- 20. Paths and Outcomes: Choose Your Own Adventure #2: Journey Under the Sea Michael Niggel post, 2009
- 21. learner control
- 35. lifebars
- 44. vu Multiple models of feedbck
- 45. vu Multiple models of feedbck
- 48. removed win states better known as perpetual problem solving or layered goal setting or for our purposes.... perpetual losing
- 49. Coming to terms with your inner loser allows you to define success on your own terms.
- 50. Zoo Tycoon Clip
- 55. feedback loops
- 56. feedback loops life bars advisors scoring (top ten) audience events/pop-ups peers
- 58. educational implications life bars advisors scoring (top ten) audience events/pop-ups peers
- 59. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 60. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed
- 61. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access
- 62. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data
- 63. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative
- 64. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 65. educational implications progress bars teach to actions recognition expert attention just-in-time cooperative ed ‘cheats’ access massive data narrative flow
- 66. winning at losing lessons in gaming pedagogy Seann M. Dikkers University of Wisconsin - Madison Games, Learning, & Society Research Group sdikkers@gmail.com twit: sdikkers http://web.me.com/seanndikkers
- 69. -insert lit review here- Constructivism (Dewey) Distributed Cognition (Hutchins) Psychology of Play (Vygotsky, Bruner, Gussein-Paley) Gaming as a tool for learning (Jenkins, Gee, Squire, & Steinkuehler) Losing as Educational (Csikszentmihaly, Chen)
- 70. some findings
- 71. some findings spent more time. (Martin, 2008)
- 72. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006)
- 73. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee)
- 74. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML)
- 75. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML) frameworks for thought, semiotic systems. (Gee, 2005)
- 76. some findings spent more time. (Martin, 2008) more collaboration. (Steinkuehler, 2006) new forms of Literacy. (Jenkins, Gee) Strong narrative delivery. (ARIS Project, MML) frameworks for thought, semiotic systems. (Gee, 2005) Trajectories for participation. (Squire, 2008)
Editor's Notes
- #3: Introduce self (ARGs, CivIII, MML, WoW study, RTR, Leadership Ed) Talking about losing 1) Losing takes a beating,
- #4: 4) Perception of “Losers” Images of gaming and loss in popular culture... Are there other models? What might productive losers look like? Current research suggests other images
- #5: impending loss
- #6: Games are voluntary Challenging Immersive Define “Gaming”
- #7: Total community game participation... utility bill Third spaces, community life. Persistent community life.. the new watercooler. Notice that the games don’t “die” Who is gaming? Are all kids buying in?
- #9: ...Games are breaking out of the computer desk.
- #10: Surprising number of adults! Amazing inroads in Wii (Phy.Ther, Seniors, Family) comparaitive
- #11: The learning strategies and psychology of gaming is proven in practice...
- #12: ...our question is How? and maybe seeing a vision for learning based on play and loss mechanics.
- #13: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #14: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #15: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #16: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #17: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #18: 2) Alignment with loss, low esteem, and macro failure, (micro-loss and macro loss? neg/pos?) 3) High-stakes testing as a time manager and pressure cooker
- #23: Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- #24: Redundant, ever increasing “impending loss” games. $ limitations Limited audience (King of Kong) “Heavy” Penalty... and then...
- #25: Replayability Endless “lives” Shift in how we “die” in games
- #26: Developed, even funny death sequences as part of the game but this meant you had to be able to “save”!
- #27: Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- #28: Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- #29: Pause/Saving the game Provided for partitions to the learning experience. +narrative +Cut scenes +Identity
- #31: importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- #32: importance of interrupted time in learning (sid Meyer) RTS, Shooters, and “phases” of game play cycle endlessly (most popular games) Highlighting engaging content, and reducing tedium with each release
- #36: Feature --> Standard/norm Semiotic system or part of the discourse.
- #37: Feature --> Standard/norm Semiotic system or part of the discourse.
- #38: Feature --> Standard/norm Semiotic system or part of the discourse.
- #39: Feature --> Standard/norm Semiotic system or part of the discourse.
- #40: Feature --> Standard/norm Semiotic system or part of the discourse.
- #41: Feature --> Standard/norm Semiotic system or part of the discourse.
- #42: Feature --> Standard/norm Semiotic system or part of the discourse.
- #43: Part of the language of students today Creates a “balance mechanic” vs. “win”-”loss” Allows for complexity...
- #44: Massive information exchange and manipulation
- #59: for ed, we can replace these strategies with classroom ones... ...plus add a couple