Posts tagged with design - Gameful

by Hal

The Primary Feed

Dec 13, 2011 at 12:09 am in post by Hal

Two Wolves: A Cherokee Teaching

An elderly Cherokee Native American was teaching his grandchildren about life… He said to them, “A fight is going on inside me, it is a terrible fight and it is between two wolves.
One wolf is evil — he is fear, anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, competition, superiority, and ego. The other is good—he is joy, peace, love, hope, sharing, serenity, humility, kindness, benevolence, friendship, empathy, generosity, truth, compassion and faith. This same fight is going on inside you, and inside every other person, too.”

They thought about it for a minute and then one child asked his grandfather, “Which wolf will win?”

The old Cherokee simply replied:
The one you feed“.

Credit: peace.wikia.com/wiki/Main_Page

From visual elements, to text descriptions, rules, paths, strategies and outcomes, consider what your game design and the games you play are feeding.

by Eric

Keeping Our Games Focused

Sep 11, 2011 at 6:23 am in post by Eric

I have recently been thinking a lot about how to succeed when trying to make pieces of real life Gameful. I have begun to suspect that “pieces of” is more important than it seems at first. There is no formal research behind my ideas yet, but I hope they will encourage constructive discussions.

There are a few very strong examples of successful behavior-altering games. Jane McGonigal talks about “Jane the Concussion Slayer,” the game she developed and used to overcome the depression brought about by mild head trauma. It is easy to be inspired by her story, and want to build on it. “Well,” thinks the hopeful game designer, “why not make a game to address my injury? Better yet, why not make one to encompass illnesses, too? All ailments? I know, it should encourage general wellness!”

The trouble with this kind of thinking is that it makes the game design much, much harder. Each generalization makes the game less able to focus on specifics of the problem it is trying to address. When specifics cannot be included, the four components of a game laid out in Reality is Broken must be made more general as well.

Some games try to work by providing nothing more than a framework: Set your own goals, perhaps in one broad area such as health, and receive points when you feel you have succeeded. The trouble is, such a general approach makes rules (that is, arbitrary and voluntary restrictions) much harder to include, and tends to lack feedback beyond that coming from the player.

“Gamification” of reality is still in its infancy. The word isn’t even in my browser’s spellcheck dictionary. In order to really build up the credibility and skills which will help make the truly widespread and world-changing games, focusing on small, well-targeted games is very valuable.

I encourage anyone who is considering aspects of the world that could be improved with gameful ideas to think about how to start out with goals for games that can really fully apply the four components of a game. There are a lot of us, and our numbers are growing. We can all specialize on specific aspects of the world we have particular skill or interest in improving, and we will still cover a lot of ground. As more people learn from gameful ideas, and the early adopters become more practiced, the scope of reality-augmenting games will know no bounds.

Revel Game Design Challenge

Aug 23, 2011 at 6:59 pm in post by Nathan Maton

I’m posting this for Sarah Brin from Revel.
Hello, Gameful Members!

 

We’re excited to introduce the Gameful community to Revel- a new platform for new, fun, and worldchanging experiences in public space.Revel works by giving players challenges- short sets of instructions that facilitate actions or experiences– based on their interests and goals. Challenges can be performed alone or in groups, with friends or with strangers.

We at Revel would like to extend a special invitation to the Gameful community by inviting you to shape the Revel app. We’re currently looking for challenges to feature, especially missions related to the fields of: photography, exploring, neighbors & networks, storytelling, fitness training, games, and appreciation. Challenges selected for the Revel app will be performed by thousands of people worldwide. We’ve also got $20,000 in cash prizes to give away, too.

Got an idea? You can enter your challenge(s) here!

Just like how Gameful challenges have criteria, there’s a recipe for writing a good Revel challenge. That means that the best challenges will give participants unprecedented social experiences in public space while deepening connections between challenge authors, participants, bystanders, and their cities.

We’d love to see any challenge that:

1. Helps people discover public spaces and their city’s hidden potential for fun.
2. Creatively re-imagines boring, mundane, or everyday experiences.

3. Builds in social support, by way of cheering, back-up singing, hi-fives, etc., as a way to encourage participants to courageously carry out challenges.
4. Improves players’ health or overall quality of life.

5. Strengthens relationships between neighbors and community-members. You can see some examples of challenges here.

We look forward to reading (and participating in) your awesome challenges! If you’ve got any questions (or if you’d just like to say hello), drop me a line at sarah@getrevel.com.

Gamefully yours,

Sarah

P.S.- Gameful Exclusive: Thanks to those of you who have already submitted your challenges to Revel for our August 1st deadline! While our submission editors are currently reviewing all entries, it’s not too late to get in on some awesome cash prizes. Starting this month, Revel is giving away a $500 each month to the authors of the most awesome challenges for public space. The submission deadline for the next award cycle is 12:00am PST on September 1st.

What are you waiting for? Get crackin’!

Discussions and Forum Structure

Jun 1, 2011 at 4:51 am in post by Steven Egan

I’ve been thinking about the concept of effective communication and forum structure for several years, as I created and maintained the Effective Communication resource for Acclaim Game’s Project Top Secret. For those who don’t know, it was a volunteer driven project where anybody could join the design team. During the time of the project over 60,000 people participated in some way, but in the end the community faded and the project was canceled. I’m one of the last active people from that project, and have noted several interesting patterns from that forum, and several others that I’d like to share. So, let’s go.

First thing to think about is that forums are groups of sub-forums, which are groups of sub-forums and/or threads. Threads are finally individual discussions/conversations on a particular topic. This structure is wonderful at breaking down large, complicated topics into smaller, manageable topics. This is both it’s strength and it’s weakness. It’s wonderful at focusing solely on one small topic, but that also means that the topics are separated from each other to be discussed without relation to other topics, unless we intervene.

Second thing to think about is that the display of a forum can be compared to real terrain in a geographic and topological way. This means that topics that may be close in content can be vary far apart in their locations in the forum structure. While it is great to organize the threads by reverse chronological order to know where activity is in real time, it also means that relevant content in another thread may be hard to find.

Those two points both organize the threads in a way to show the most recently active discussions on manageablely sized topics, and hinder cross/inter-thread discussion. In many ways the smaller topics help us focus our efforts and the recent activity help us find topics that we can discuss with other interested parties. Unfortunately this mimics specialization, that while it gives us a deeper level of understanding of the topic also limits itself to that topic. Interdisciplinary discussion are only allowed to discuss the original topic, not to facilitate the exploration of a topic, by the strictest application of the forum design. To explore to far afield would be considered off-topic, and thus not allowed.

That overly zealous focus on a particular topic is the weakness of the forum design, enforced by our unconscious reading of the intentions of the design. Because of this we say that something “off-topic” should be made into it’s own thread, to be discussed on its’ own and to allow the topic to continue as originally intended. This fractures more exploratory discussions and distributes the parts across the expanse of the forum.

If we consider the essential role of interdisciplinary, and exploratory, discussions to innovative and adaptive problem solving, it becomes obvious that the structure of a forum is not naturally conducive to innovation. It segregates the topics into their “disciplines” like professors into subject departments. However, that doesn’t mean we can’t adapt it a little and make it more conducive to innovative thinking and thinkers. The first step is to be willing to adapt our plans, because that allows us to change what we are discussing and how we are discussing them. We need to apply some wiki thinking to our forum.

Forums are very linear in nature, but the content within the forum (like links) can make it very non-linear, like a wiki. Where a forum fractures and disperses, a wiki collects and organizes. Sub-forums are an application of wiki thinking to forums, even though sub-forums existed before wikis. Yet, sub-forums are exclusive, meaning that a thread can only be in a single sub-forum, rather than part of several. If we have several broad topic sub-forums, it makes sense that some discussions could fit into more than one. More specific sub-forums usually have more restrictions to what kinds of threads fit within them. They are like wiki categories. The other common way to connect wiki pages is to include links to relevant pages, and that is also fairly standard in forums, though it can be a bit more cumbersome and troublesome to do.

Unfortunately the old adage, “out of sight, out of mind” applies to forums, and compounds the problem of a forum’s weakness. If it’s not brought up in a thread, it’s not likely to be considered. If the reference is just a link to another part of the forum, it’s likely to be skipped. If it’s posted in a long post, it may be skipped along with much of the post. If it’s posted in the thread, it could be deemed “off-topic”. This is where we have to consider community culture to find solutions.

Community culture is a strange mixture of design impressions, perceived leader views, views reflected by common behavior and perceived competence of those in charge. If the more exploratory posts are allowed by the culture, then there is a good chance for the innovative approaches to be voiced with decent reception. If changing the plans is allowed by the culture, then the innovation may be given room to flourish. However, the key points I’ve seen are in the actions and participation of the leaders.

Community founders, moderators and staff all come across as leaders and are held in a sort of celebrity position when it comes to their points of view, as a combination of role and power. If they come across as competent, it’s natural to follow what they say, sometimes too much to the letter. If they come across as incompetent, it’s natural to blow them off, sometimes completely. The designs implemented by the leaders influence the perceived level of competence. What the community deems as competent varies from individual to individual and community to community.

A special note should be made about enforcing the rules, which is the role of the moderators. The designs of the moderators are rulings, not features like with founders, admins and developers. Their actions also have a subtler, but just as important role in the culture of the community. Rules that are badly enforced, in any way, makes the leaders seem incompetent if allowed to persist, OR are construed to reflect the views of the leaders on how important the rules are. For this reason, the moderation of a forum is probably more critical to success than features, because the moderators are an extension of the founders and admins. They are a reflection of the views of the highest of the leaders, and the competence of those same leaders.

My view is that discussions and forum structure are closely related. Depending on the culture and structure of a community different kinds of discussion will be encouraged and discouraged. Both the culture and the structure are heavily influenced by the actions and views of those in charge, putting the leaders in a position to guide the kinds of discussions on their forums. However, it takes understanding of communities and digital communication tools to shape a forum into the kind of community you wish it to be.

Just Playing with some game code

May 7, 2011 at 12:11 pm in post by Liam Boyle

Well, I’ve finished reading through “How to Think Like a Computer Scientist,” and I think I’m getting a pretty good handle on the python programming language.  I still need to do a lot more work on GUI and I need to start figuring out graphics and sound.  Anyway, I sat down yesterday with the PyGame tutorial (yes, I know it’s actually written for kids but hey that just makes it easy to follow), and the first few program examples are straight out of the tutorial, but the Math Tutor I didn’t draw from the tutorial even though I think there might be something similar in it.

#————-
# Name:        Guess The Number from PyGame Tutorial
# Purpose:      Learning to program
#
# Author:      Liam P Boyle
#
# Created:     05/05/2011
# Copyright:   (c) Liam P. Boyle 2011
# Licence:     <your licence>
#————-
#!/usr/bin/env python

def main():
    ## This is a guess the Number game

    import random

    guessesTaken = 0

    print (“Hello, what is your name?”)
    myName = input()

    number = random.randint(1,20)
    print (“Well, ” + myName + “, I am thinking of a number between 1 and 20.”)
    while guessesTaken < 6:
        print (“Take a guess”)
        guess = input()
        guess = int(guess)
        guessesTaken = guessesTaken + 1
        if guess < number:
            print(“Your guess is too low”)
        if guess > number:
            print(“Your guess is too high”)
        if guess == number:
            break
    if guess == number:
        guessesTaken = str(guessesTaken)
        print (“Good Job ” + myName + “! You guessed my number in ” + guessesTaken + ” tries.”)
    if guess != number:
        number = str(number)
        print (“No.  The number I was thinking of was ” + number)

if __name__ == ‘__main__’:
    main()
## End

Just for fun (Yes, I remember the Zork games and choose your own adventure books)

#————-
# Name:        Dragon Realm from the PyGame tutorial
# Purpose:      Learning to program
#
# Author:      Liam P Boyle
#
# Created:     06/05/2011
# Copyright:   (c) Liam P Boyle 2011
# Licence:     <>
#————-
#!/usr/bin/env python
#————-

## Import Statements

import random
import time
##————-

## Global Variable Initializatins and Function definitions

def displayIntro():
    print (“You are on a planet full of dragons.  In front of you,”)
    print (“you see two caves.  In one cave the dragon is friendly”)
    print (“and will share his treasure with you.  The other dragon”)
    print (“is greedy and hungry, and will eat you on sight.\n”)

def chooseCave():
    cave = “”
    while cave != “1″ and cave != “2″:
        print (“Which cave will you go into (1 or 2)”)
        cave = input()

    return cave

def checkCave(chosenCave):
    print (“You approach the cave…”)
    time.sleep(2)
    print (“It is dark and spooky…”)
    time.sleep(2)
    print(“A large dragon jumps out in front of you!  He opens his jaws and…”)
    print()
    time.sleep(2)
    friendlyCave = random.randint(1,2)
    if chosenCave == str(friendlyCave):
        print(“He gives you his treasure.”)
    else:
        print(“He gobbles you up!”)
#————-

## Main Program Logic
def main():
    playAgain = “yes”
    while playAgain == “yes” or playAgain == “y”:
        displayIntro()
        caveNumber = chooseCave()
        checkCave(caveNumber)
        prompt = “Do you want to play again: yes/no?”
        playAgain = input(prompt)

if __name__ == ‘__main__’:
    main()
##End
#————-

And finally, my own work:

#——————————————————————————-
# Name:        Math Tutor pre-K
# Purpose:      help children learn addition and subtraction
#
# Author:      Liam P. Boyle
#
# Created:     06/05/2011
# Copyright:   (c) Liam P. Boyle 2011
# Licence:     <freeware w/ author attribution>
#——————————————————————————-
#!/usr/bin/env python

##Import Statements
import random
#——————————————————————————-

def greeting():
    print (“What is your name?\n”)
    plyrName = input()
    print (“Hello, ” + plyrName + “, would you like to add and subtract?\n”)
    print (“Enter y for yes or n for no\n”)
    playAns = input()
    return playAns

def selectMode():
    ModeNum = random.randint(0,1)
    return ModeNum

def additionPractice():
    tries = 1
    num1 = random.randint(0,5)
    num2 = random.randint(0,5)
    answer = num1 + num2
    while tries <= 3:
        print (“What does “, num1, ” plus”, num2, “equal?\n”)
        plyrAnswer = int(input())
        if plyrAnswer == answer:
            break
        else:
            print(“That isn’t correct.  Please try again\n”)
        tries = tries +1
    if plyrAnswer == answer:
        print(“Great Job!!!”)
    else:
        print(“The correct answer is:  “, answer)

def subtractionPractice():
    tries = 1
    num1 = random.randint(0,5)
    num2 = random.randint(0,5)
    if num1 < num2:
        num1, num2 = num2, num1
    answer = num1 – num2
    while tries <= 3:
        print (“What does “, num1, ” minus”, num2, “equal?\n”)
        plyrAnswer = int(input())
        if plyrAnswer == answer:
            break
        else:
            print(“That isn’t correct.  Please try again\n”)
        tries = tries +1
    if plyrAnswer == answer:
        print(“Great Job!!!”)
    else:
        print(“The correct answer is:  “, answer)

def main():
    playAns = greeting()
    while playAns == “y”:
        switch = selectMode()
        if switch == 0:
            additionPractice()
        else:
            subtractionPractice()
        print (“Do you want to play some more?\n”)
        print (“Enter y for yes or n for no”)
        playAns = input()

if __name__ == ‘__main__’:
    main()
## End

I would like to think that I’m getting better at this :)

Liam B

Player experiences and emotions — a teacher’s perspective

Mar 14, 2011 at 7:38 pm in post by Sherman Dorn

In the last week I’ve had one of those realizations that it’s time to change POV for something I do professionally — look at the experience of students who are having a particular type of difficulty in my undergraduate class. (I am an historian in a college of education, so this is a history of education class.) There is a reasonably-sized group of students who are successful in all areas of the course, a similarly-sized group of students who are successful in most of the course and whose difficulties aren’t too serious, students who are just not attending class and doing work, and then there is the group of students who are attending regularly and still having difficulty.

What to do about and for that last group? Something about the readings on games I’ve done — McGonical’s Reality is Broken, but moreso Tracy Fullerton’s Game Design Workshop — reminded me this weekend of the summer I had pondered heavily the practical problem of running a doctoral class in a weekend format where students are in class for eight or nine hours and then not meeting for a stretch. I went back and forth between what I wanted to accomplish in the class and what I wanted students to feel and experience, along with the need to plan each eight-hour session in detail (imagine what would happen if it weren’t well-planned!). 

And then I went out and read Bill Buxton‘s Sketching User Experiences, one of those gorgeous design books with an argument, in this case the importance of playing thoughtfully and critically with the lived use of industrial design. And I came up with a format and structure for the course that worked better than any other time I’ve had to teach a class with an odd schedule. For at least the weeks we were together in the course, the students appeared to buy into reading and debating deeply and then applying the ideas from a book (for a month, a book-a-week pace for research monographs) to something of interest. The core of it was respecting their time and understanding that they wanted the time they spent on the course to be useful and engaging. So we mixed up the slightly-silly with the serious each day we were together. And I tried to cut out academic BS as much as possible.

I don’t know what I’m going to do with the students who are attending class and trying but not succeeding as much as either they or I want… but I think I need to go back to thinking about their experience. 

Play and the Elderly Two or Why Wii Bowling is Awesome

Mar 8, 2011 at 4:20 pm in post by Hanna Brady

I was surprised when I encountered Wii Bowling at least once every week on an activities schedule for the elderly.
I shouldn’t have been.
Wii Bowling creates a remarkable facsimile of a bowling alley – players sit down between turns and can hold conversations as they play, they can cheer each other on and snack. Where tennis or boxing requires an orientation shift from the traditional counterparts, bowling retains a familiar setup.
By an odd turn of fate, I was in Vienna last year and heard Ian Bogost speak at their F.R.O.G. Conference. In his keynote he focused on sports games and made the point that a colloquial definition of sports includes a wide range of rule sets and variants (i. e. “I’m going to play  basketball,” could mean “HORSE”, a regulation game, a pick-up game or one on one – the vocabulary is by no means explicit). Therefore “basketball” might conceivably be seen to include digital variants.
Wii Bowling is not a game all of the residents can play – injured shoulders and precarious balance make it difficult. But people can play from wheelchairs, the WiiMote is not heavy and the mechanics are pleasingly simple. And what does it mean for the elderly to be able to bowl? For this game so close to a familiar one now beyond their reach?
One of the most dedicated bowlers is nearly one hundred years old. He would like to see a three hundred game someday. And he might.
I don’t think it would mean less that pins are built of pixels.

Play and the Elderly

Feb 22, 2011 at 3:43 am in post by Hanna Brady

I played balloon volleyball the other day. I’m sure almost everyone has played it – that game where you can’t let the balloon hit the ground. Use your hands, feet and head, but keep the thing up. And everyone I played it with was old enough to be my grandparent.
I don’t know what I expected from working with the elderly. Maybe to be depressed, maybe to hear some good stories. What I got was a forceful reminder of the importance of play. Because what can you do when you cannot read? Cannot drive or walk more than a hallway? Cannot understand a British accent in movies and have bad hearing to boot? You can’t eat popcorn because it gets stuck in your teeth and dentures. Carrots are too hard to eat. Your body hurts, your ankles are swollen and you don’t recognize your own face in photographs. You’ve gained weight and can’t lose it, you’ve lost it and can’t gain it and you can’t remember your children’s names.
But you can play games. About two thirds of the activities here are games. And when a game works a remarkable transformation occurs. Their faces lift – and it’s a higher lift for the wrinkles.
One obstacle to the good moments, where a game flows and people are laughing, is the perception that games are for kids. Dignity is an issue here, and many rewarding games are perceived as childish. It discourages them from having fun.
Because what games are designed for them?
Some can play the more “respectable” and sage games of chess or bridge, but just as many cannot remember the rules.
We played balloon volleyball in the morning and the balloon stayed around through the day.
In the afternoon when I brought it out again I batted it playfully at one of the more austere and grand residents. And she gave the dreaded, game killing, magic circle breaking assessment:
“This is for kids.”
But she hit the balloon. She could not let it fall.

HATCH something Gameful!!

Jan 18, 2011 at 6:59 pm in post by brett a mccall

Hello Monsters:
I am building a panel of experienced professionals in the world of gaming for the Design & Technology discussions and mentorship model during HATCH this year in Asheville (April 14-17).  So far I am talking with Philip Rosedale (SecondLife), Nick Haitt (nickhiatt.com), Lorne Lanning, and more…

I have messages out to Jane McGonigal, Jesse Schell (schellgames.com), Alex of EteRNA (@alimpaecher) and a few others.

The purpose of this message is 3 fold:
1) To invite you to come experience HATCH in Asheville!! http://hatchexperience.com/ The Design & Technology Theme is Evolving the Game and I PROMISE you will expand your world and set yourself on whatever project course you set your intention to when you come!!

2) I am looking for direct contacts to Jane, Jesse, Alex and others who might be a good fit for the panel discussion.  Would you introduce me to these folks for the purpose of discussing them at HATCH 2011!!

3) Our Groundbreaker will be selected based on a challenge that I set up… I am curious if Gameful might help me develop and HOST the challenge here!!!  With whom do I speak about this kind of question?  To clarify: HATCH hosts 1-2 Groundbreakers in each discipline. The Groundbreakers are those individuals who have shown promise, passion and follow through in the discipline… basically, we believe they are going to EVOLVE the Game in new ways!!

Game on!

Brett A McCall
Design & Technology Director
HATCH Asheville 2011
www.HATCHExperience.com

+1.828.275.6407

HATCH2011 Design & Technology :: Evolving the Game