Getting inspired about user interaction from videogames

Getting inspired about user interaction from videogames Leonel Morgado Leonel.Morgado@uab.pt

Antรณnio Coelho acoelho@fe.up.pt

18-02-2019

Direct sun Outlets

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James Paul Gee (2003). What Video Games Have to Teach Us About Learning and Literacy (New York: Palgrave/Macmillan).

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(…) designers could keep making the games shorter and simpler to facilitate learning. […] But no, […] game designers keep making the games longer and more challenging […] and still manage to get them learned. How? James Paul Gee, What Video Games have to Teach Us about Learning and Literacy, 2010

Direct sun Outlets

Feet

Feet

This is rich in complexity, multimodal, diverse, and challenging.

Can you get inspired from games?

Can we save a game… AFTER a hard batte?

BEFORE trying something stupid?

Any specific way of reading and thinking is, in fact, a way of being in the world, a way of being a certain “kind of person,� a way of taking on a certain sort of identity.

James Paul Gee, What Video Games have to Teach Us about Learning and Literacy, 2010

It’s not about the game state!

It’s about how the player feels.

It’s about how the players views himself/herself.

Can we save a game…

AFTER a hard battle?

BEFORE trying something stupid?

No save == Not taking risks!

Not trying!

Not learning…. and NOT MASTERING.

Sometimes, “save” can simply mean “respawn”.

Hit that detonator!

Cognitively, they are not “the red”, “the green”, nor “the blue”… or their names, even.

In the semiotic domain of Best Fiends, they are:

“the one that hits diagonals”

“the one that blows up”

“the one that disseminates”

And this SITUATED MEANING draws from the power of ACTING UPON THE GAME WORLD …. and combining effects and consequences …

CRITICAL THINKING

Situated meaning?

Acting upon… THE WORLD? Critical thinking, complex relations?

[Videogames] build into their designs and encourage — good principles of learning, principles that are better than those in many of our skill-anddrill, back-to-basics, test-them-until-they-drop schools.

James Paul Gee, What Video Games have to Teach Us about Learning and Literacy, 2010

Natural User Interfaces are not Natural ‌ But they will be useful.

Don Norman, interactions, 2010

(…) embracing the cultural richness and depth of human cultures it is expectable (…) easier to learn and remember Leonel Morgado, "Cultural Awareness and Personal Customization of Gestural Commands Using a Shamanic Interface”, 2014

Shamanic interface

Aveiro, Portugal: Saint Gonรงalinho celebration

Cuna people, Panama: inna suid, rite of cutting a girl’s hair

Data found conclusive evidence to support benefits for Learning Rate and Capacity, Retention and Memorization

Serious Game: A digital game designed with the purpose of solving a problem - not just for entertaining.

Antรณnio Coelho, INESC TEC & FEUP

Pervasive Games

Games where the game world blends with the physical world.

Nominated for Best Education Project at the Gamification World Congress, 2016

http://beaconing.eu/

Gameplot and narratives: mapped against lesson path

Pervasiveness: Quests linking to location-based, context-aware challenges, use of beacons (authorable)

Tracking activities: towards Analytics and Actionable feedback

Lesson path

Apoio para professores

Apoio para alunos

Your questions: aim & shoot!

Leonel Morgado Leonel.Morgado@uab.pt

Antรณnio Coelho acoelho@fe.up.pt

18-02-2019