Desinging To Learn

The affinity space project featuring Unity Community as part of INTE 5320 Games & Learning, UC Denver. Please provide comments here in the blog and hypothes.is for review. Please respond to at least one question from each of the following question sets aligned to the criteria of our affinity space project. A. Observing the affinity space: What observations about game/ing communities and cultures are shared? What does it mean to be an insider? How do you know? And how would you describe this space to an outsider? What are the cultural norms – the means of interaction and discussion – that are prominent in this space? And why? B. Contributing to the affinity space: How did your peer first begin contributing to the affinity space? How did other members of the affinity space respond? How did the nature of your peer’s contributions change over time? And why? What insight about games (and games and learning) did your peer learn through her/his contributions? C. Ref...

Play Journal Entry #5 As part of the Games and Learning course and study with University of Colorado Denver Information and Learning Technologies Master’s program, students will participate in both shared and individual play sessions. These play sessions are part of “learning by doing” and reflection necessary to understand what it means to be a learner through playing games. The play journals are a synthesis of scholarship and reflection on play per the chosen game. How would you describe the social context of Heroes of the Storm, and how did this inform what it meant to play? Game: Heroes of the Storm Platform: PC (battlenet download) Genre/type: RTS, action hero. Free to play microtransaction. Players: Multi-player online or with AI players Game familiarity: I have watched media about this game for a few years. I have only played it infrequently for 6 months. I still consider myself a “newb.” I have not played this game with other players, only AI players a...

Understanding of games and learning During cycles 4-5 in the Games & Learning course at UC Denver , the way in which I think about games, gaming cultures, and affinity spaces have been transformed. Most of the research conducted during this phase has been on gender issues surrounding gaming culture. Topics about gender in game cultures are interesting to me for several reasons. Firstly, I am a white male who is privileged to be positioned in gaming culture as the dominant “norm.” However I do not identify with dominant white heteronormative culture. None the less, just by being present in some gaming communities, one could assume that I would or could perpetuate sexist or biased notions by being privileged as such. Because of this, it is very important that I do understand these issues. And as an educator, especially in settings where I may be implementing game based learning scenarios, it’s critical to exemplify fairness and equali...

https://en.wikipedia.org/wiki/File:The_sims_2.jpg The continued scholarship and research, as part of the Games and Learning course at UC Denver , has lead me to explore adult learning, simulations, and gender and identity as it concerns gaming. For the most part, videogames and gaming cultures have been the focus. While I searched for articles related to these topics I discovered “ Gender and Identity in Game-Modifying Communities ” by Hanna Wirman in the Simulation & Gaming journal as part of Sage journals published in 2014. In this article Hanna describes her research based on email interviews with THE SIMS 2 players in Finland. She also described how the media received THE SIMS 2. Finally, Hanna discussed the marginalization of THE SIMS 2 players (Wirman 2014, 71). Hanna wrote her Phd. dissertation on “Playing The Sims 2” so you can bet this article is an incredible resource on the subject. I was interested to see how Hanna presented her research findings compared to wha...

BingoBob Profile "I don't know what I don't know. Thanks for being patient with this newb." -BingoBob A newb’s question After spending some time getting acquainted with Unity Community, particularly the members of the “Game Design” forum, I started to dig into some analysis of this affinity space. Is it nurturing in a similar sense that Gee refers to in “Nurturing Affinity Spaces and Game Based Learning ?” In seeking the answer to this question I wanted to see how a newb, BingoBob , was treated when he posed a common and important question: “ What do I do with my great game Idea? ” Often times this is the question that irks someone enough to wonder if they should make games. Unity, being an engine very popular for learning how to make games or game assets by use of it’s software and learning tools means it’s a good place for newbs to get started. BingoBob’s question overall was received well, however a part of his statement opened him up to some mild flami...

Unity Community , an affinity space for all things Unity and game development is a robust online space with many forums. The study of this space, as part of the University of Colorado Games and Learning Course , is just one of many things cooking in the fire of learning ecology. We have our own interest-driven research, participation in course readings through shared annotation via hypothes.is , we have our play sessions, and play journals or other blog posts. As a participant of the chosen affinity space, I am shaped by these various means of simultaneous learning and production. I am not participating in the affinity space as a typical person looking for self-improvement through production of games or game assets, rather my participation so far is more of observation and research. The depth of topics and technology involved in this space is incredibly vast. Therefore, I have chosen to focus on “ Game Design ,” “ Teaching ,” and “ Works in Progress ” forums. Identity and influ...

Wikipedia "Women and Video Games" In cycle 4 of INTE 5320 at University of Colorado Denver Games & Learning course, we started to look at gender and sexism in gaming culture. Although the focus of my research in addition to the course materials, has been on adult learning up to this point, I have chosen to dig deeper into the issues surrounding females in gaming. As opposed to critiquing a single article or document, I found a Wikipedia entry for “Women and Video Games” to be very informative and rather comprehensive. The entry has cited several sources of interest, some of which I am already familiar with, such as the ESA statistical information and works by Ian Bogost . I think it’s important to assess the statistical information in addition to contemporary issues as to avoid generalizations that may not be fair or accurate. Through this research I’m interested to see if I can connect the dots between gender and videogames and how this relates to learning with ...

Understanding of games and learning My understanding of games and game-based learning (GBL) this semester has been transformed by the myriad of ways in which I have been engaged in course work in INTE 5320 at University of Colorado Denver . Participation in this course so far has only taken shape over 6 weeks. It’s really been a blur, and I feel as though I am being assimilated into a culture of both playful and academic cohorts without really being totally cognizant. It just sort of happens in Remi’s courses by implementation of profound ecological pedagogy. Which finally comes crashing into a sense of awareness when reflecting upon the course. Through the course readings I have learnt what it means to be a player of games and why games and learning are important for the development of 21st century skills and knowledge. As a class, we’ve dissected portions of seminal games and learning works such as: “Situated Language and Learning: A critique of traditional schooling. Jam...

Introduction As part of the graduate course work in INTE 5320 at University of Colorado Denver , and continued scholarship in games & learning, I’m sharing my experiences as a participant in an affinity space about games and games & learning. This is an ongoing project focused on affinity spaces and participatory cultures with syntheses of theory and the works of James Paul Gee and Elizabeth Hayes “Nurturing Affinity Spaces and Game-Based Learning.” Background I’m a gamer, game artist, and wanna-be game creator or developer. I’ve “paid my dues” so to speak as an artist in the game industry for six plus years (see example of work here) . There were moments of incredible satisfaction and joy in work. But since the mobile game market exploded (sometime between the iPhone 3 and 4), I can say my interest in the types of games I’m willing to be part of has dramatically declined. I started to ask myself why? Why would I want to spend my day making sprites for monotonous a...

When considering a digital game based learning curriculum, there are potentially many barriers. Curriculum requirements, game content, accessibility, and community support to name a few. But what about the teachers themselves? What kinds of teachers are using games in their classroom? Could the teachers be a barrier to the digital game based learning (DGBL) curriculum? An article I read last week from edutopia.org called “ Strategies to Level Up Learning ” by Matthew Farber briefly addressed some of these questions while examining a 2014 report titled “Level up learning: A national survey on teaching with digital games. ” The article really piqued my interest because I am very interested in how adults are navigating DGBL as learners and also in teaching scenarios. The teachers who use DGBL in the classroom are referred to as GUTS or NUTS game-using teachers or non-game using teachers. I find it interesting how the teachers were classified and defined in a way that may affect DGB...