#games4ed discussions cover ways in which gaming can be used in education. Games mirror the way the human mind was designed to learn. They motivate players to take risks and actions, persevere through failures, set and achieve increasingly difficult goals, and devote attention, time, and effort to acquiring knowledge and skills. All this while the game is tracking the player’s actions and assessing the player’s achievements and skills. Isn’t this what we want from education?
A1 - learning at it's essence is solving a mystery. Presenting it as a mystery, makes it appear as a solvable challenge vs it being something known that *you* happen to not know, but others do (which can be/feel demoralizing). #games4ed
I read the shining after the friends episode on it, expecting to be terrified. But wasn't at all. I'm more likely to be terrified by stuff I can imagine actually happening than sci-fi stuff. #games4ed
In reply to
@mpilakow, @WiseDad_Games, @MarianaGSerrato
A2 - Most games I have time for nowadays are puzzles - mystery is usually in the hidden information I need to uncover (think mines in minesweeper) in order to succeed. #games4ed
A3 - As a huge mystery/CSI type tv show enthusiast... can I just say I feel the theme has been played to death. And while it always intrigued me, I had friends who hated it. #games4ed
A4 - (suggestions) Slow release/trickle of information. Surprise/random information. Bringing outsiders into the game. Competition. Different information released to different subgroups. Red herrings... #games4ed
A6 - It's been shown that people do more work when the outcome is random... so having tasks/quests to complete where not all lead to useful information, will result in more practice and a bigger sense of achievement when successful #games4ed
I will... I'm working on a doc just getting my thoughts down, then will hit up a bunch of people for feedback/looking for collaborators. I've got you on my list to ask. :) #games4ed
