Life: Gaming

Went to a very large education conference this week. Took in a lecture about Gaming and Education. Wrote notes really quickly in a free notebook I got from one of the zillion vendors who were there trying to sell me things I didn't need.

Here are my notes:

Kids produce today (music, videos, blogs), not because they aspire to be next great filmmaker or composer, but because media-modules are a form of CURRENCY within their social network.

My thoughts: This concept stayed with me for a long time, and I kept thinking about how interesting that is! And true. Kids want a certain # of myspace friends, a certain # of youtube appearances, a certain # of AIM buddies. None of that really has anything to do with anything resembling real friendships, or real budding acting careers. They know that. What they want is volume. In my days, our currency was stickers. We traded, hoarded, invested in the big ones, gave away the smelly ones. Until money starts to mean something to these kids, one cent is as valuable as one thousand dollars. Either way, they know they're getting fed tonight. BUT. Getting to the next level on the new Wii game, that gives them value in their social network.

Kids today, through gaming, learn on a NEED TO KNOW basis.

New term: GAMING LITERACY
This does not mean "let's play a specific game to learn our multiplication tables", but the understanding that Gaming is a MODEL FOR THINKING.

Gamers look for a visual representation of an underlying system.
They question: What do I need to know now in order to succeed later?

COLLABORATIVE GAMING: Recruit people who have certain skills, combine those skills to conquer the game. Gamers organically figure things out as they go along. Gamers know they need to communicate with one another in order to succeed. In recent studies, grad students are more likely to huddle by themselves and hide their research from others for longer periods of time. Middle school kids thrive on the collaboration, practically sitting in each other's laps sharing information in real time. That is a SHIFT in learning styles.

Gamers care little about visuals (design) and more so they look for DATA. They seek and desire DATA at all times in order to see how they are doing. When designing games, EMBED ASSESSMENT. Don't just tack it on at the end.

Gamers are now using the BODY as well as the MIND (Wii)

Instead of being the GAME PLAYERS, we should encourage kids to start being the GAME DESIGNERS. It requires them to think about content, and about something.

When designing games, don't put too much pressure on the game itself. Games are really about creating an EXPERIENCE for people. HOW are your players going to learn?

Site to check out: www.gamestarmechanic.com

In a recent study watching the way kids design games, kids produced DENSE NARRATIVES for their games, which came as a surprise to the experts. Kids with learning disabilities, who were normally hesitant about writing, were very driven and successful in this experience.

---> !!! The GIRLS were deeply invested in the physical space they would be playing in, and spend tons of time DESIGNING THE SPACE before they even began to play. The BOYS quickly filled the whole space with enemies, pressed play, and then realized they didn't have a game. So they had to go back and revise.

Look into beta: M.I.L.K.
Mobile Informal Learning Tool
Kids designing games solely for cell phones. Encourages turning any space into a gaming space.

As a game designer, kids learn to anticipate their player's moves. You have to figure out WHY someone would want to play your game.

In order to be a game designer, a kid has to:
-- have a theory
-- test it
-- get reviews
-- revise

Kids are very excited about building FOR EACH OTHER.