Archive for the ‘Games and Gaming’ Category

Liveblogging From State of Play, NYC, Session 2

Friday, June 19th, 2009

Government and governance in virtual worlds panel.

Tori Horton, description of how virtual worlds can link to public diplomacy, reviews weaknesses and strengths of virtual worlds for servicing public diplomacy.

My comment: same issue as with Raph’s framing of Metaplace, really. Why should we privilege or turn to virtual worlds for communicative purposes? What can we do more there that we can’t with other media forms or tools? (I think we can, but I feel like folks who are advocates of virtual worlds get pretty cagey about this point.) Either it’s about particular publics that are important or it’s about a way of communicating that has distinctive character, effects, etc. (which might include being indirect or diffuse in communicating)

Jean Miller, governance. When government agencies were interested in being in Second Life, why? What kinds of challenges did they face?

Me: in a way, this is kind of the story that’s now being told about Second Life as a quasi-postmortem: all the organizations and institutions that went into Second Life with an idea about what virtuality was and would do for them, and found difficulties, etc.–most of them are now absent from Second Life or very nearly so. I think this is where virtual worlds as an overall idea or media form are at this point now as a whole: they were oversold as the arrival of the Metaverse, the virtual world as replacement or overlay for the world. Instead, it’s just a media form, an interesting one, but it can’t do any of the things that were expected of it (or that were hyped about it).

Elizabeth Losh. Virtual state. Book, Virtualpolitik. Thinking about military video games, why and how do militaries choose to make games. Interested in how game developers come into the military institution, but points out that when people come to doing a game from the military side is in some ways more interesting. Looking at the way that Iraq specifically was represented in military games. Emergent play within several worlds, used to train but also for other purposes (therapy for PTSD, for example). Use of game to demonstrate or authenticate an existing project from government. Looking at repurposing of Second Life Iraq representations for artistic or political commentary.

William May, description of official thinking about use of virtual worlds within State Department, esp. Second Life, how they took an interest, what they thought they could do within Second Life that they couldn’t do otherwise. “It’s just another medium: it has to let us do something that we couldn’t do otherwise”.

Liveblogging From State of Play, NYC

Friday, June 19th, 2009

Raph Koster, “A New Kind of World”, keynote

Focused on Metaplace.

Had to ban his own brother from UO. Brother is now cyberactivist. But virtual worlds don’t have that relevance, really. Nothing has happened in them that matters by comparison to what’s happening with Twitter, blogs, and so on. Virtual worlds aren’t really social media, despite our looking at them with such excitement.

Why do we assume virtual worlds are relevant, given how the incredibly relevant character of other new media, online tools, etc.? The thing is that other online media forms are largely open, individually autonomous, decentralized.

“Virtual worlds don’t really work this way”. Metaplace, he argues, is different. It’s open, designed to work with and be like the Web.

But what is the “killer app” for virtual worlds? It’s wasting time, having fun, escapism. Serious uses aren’t what they’re about.


HERE is my big question at this point, then. 1. Why should a place for “having fun” be interoperable with the Web, being open, and so on? Without going too far towards the “magic circle”, a lot of play and leisure are set aside or semi-separated from the rest of everyday life. The Web is a place for acting, publishing, intercommunicating; those things can happen in play, but trying to make play into a place for acting, publishing, intercommunicating is missing in a way what people want from entertainment and play? 2. Why do we want to do these things through avatars, 3d representations, etc.? There is an old desire to make interfaces visual, but maybe the centrality of text to the Web isn’t an accident. Once you describe Metaplace the way Raph does, the question is, ‘Why not just stick with Twitter, blogs, Flickr…what is missing from the Web that Metaplace provides? Or for that matter, what is missing from digital games? Warcraft provides a game, the Sims a dollhouse.

The beginning of Raph’s answer: it involves placeness, persistence and avatars.

“The Vice-President Has Been Reclassified as a Pet”

Thursday, January 22nd, 2009

You won’t get the joke at this link if you don’t play online games like World of Warcraft, but for the initiated, this post is full of win.

Irreparable Complexity, Game and World

Monday, November 17th, 2008

I’m interested in the kind of complexity that arises through emergent processes, in which relatively simple rules governing the action of autonomous agents within a given environment can give rise to permanent structures or changes within the environment which then change the way that the agents express their rules. Unplanned systems, but often highly functional in their own way.

However, there is also complexity by design, in which a system which is consciously intended to have certain restricted purposes or functions becomes more and more elaborate over time, and more and more of its mechanisms become obscure and hidden in their inputs and outputs. I think maybe there are some natural examples of this kind of movement towards baroque complexity. But baroque complexity dies out when it becomes actively dysfunctional within some kind of fitness landscape.

Human systems can achieve this kind of opacity by accident and by intent. Accidental drift towards a system where no one really understands how cause and effect work within the system happens in institutional life all the time. Stakeholders in individual parts or aspects of a system are inclined to expand the influence or size of their mechanism. New forces or powers outside an institution are often accommodated by being incorporated within it. Procedures or heuristics used by an institution in its everyday business sometimes take on a life of their own, especially when they are incorporated into technological infrastructure and automated in some respect. Histories of past practices accumulate and become binding traditions.

Baroque complexity happens by intent when human agents with some degree of authority over an institutional system want to block off direct access or control to some of its inner workings as a safeguard against easy tampering. It also happens when someone with an interest in a particular system believes that secrecy and confusion will instrumentally advance that interest. I think there are quite a few examples of authorities who set out to make it hard for an outsider to understand how a system or process works only to find that in making it hard for outsiders to understand, they’ve made it hard for everyone, that even people in control who thought that secrecy would conceal selectively have found that it conceals indiscriminately.

——–

I’ve found that virtual worlds, massively-multiplayer online games (MMOGs) have provided some great examples of this kind of Rube-Goldberg complexity-by-design, and have also demonstrated why this phenomenon can be a source of so much trouble, that you can end up with systems which are painfully indispensible and permanently dysfunctional, beyond the ability of any agent or interest to repair.

The underlying code of any contemporary large software application is approaching a threshold of complexity where no human agent could ever hope to understand all the possible interactions between the code, the hardware and the user. Even if a programmer can understand why a particular failure or negative event happened, they often cannot hope to understand how to reliably stop it from happening in all possible intersections of code, hardware and user without perturbing some other part of the codebase with unexpected consequences. Pull on one thread, and another may unravel.

This is especially true with virtual worlds, where the size and intricacy of the software is enormous and the practices of users are remarkably diverse and often rivalrous. Developers of a virtual world now start with established code libraries of some kind for managing the visual and interactive components of their product, but they also have to deal with and accomodate histories of user expectation and practice in previous virtual worlds.

Virtual world designers end up with baroque complexity both because their design imperatives drift naturally in that direction and in some cases because they’re trying to veil or protect some of the underlying mechanisms and code of a game from the users. Arguably in some cases, I think they may even be trying to protect themselves from knowing too much about how the world works precisely because they’re trying to keep the processes and procedures that players must follow somewhat opaque, because a lot of virtual world player behavior is about seeking opportunities to arbitrage.

This kind of complexity gets designers into trouble when there is some major aspect of their world whose dysfunctionality is driving players away, where there is some desire to fix or change the game’s systems. Baroque complexity taken too far is irreparable: you can literally get to a point where there is no adjustment of one subsystem that will not cause another subsystem to fail or produce unexpected negative consequences.

A lot of my previous analysis of the early history of the game Star Wars: Galaxies centered on this kind of problem. So much of the underlying design had a kind of Rube Goldberg feel to it, with systems and properties tethered to one another at varying levels of code and design, from how information was stored in the game’s databases to how crafting, the environment and the economy were functionally intermingled in ways that were not always how they were intended to be intermingled. I came to feel that there were many cases where the designers literally had no way out of certain problems, that fixing one aspect of the design would produce problems elsewhere, sometimes problems that could not be anticipated in advance of implementing the change. Characters advanced through developing skills within loosely structured classes, but the game design had almost no way to differentiate between the role or value of some of those classes. At launch, most classes had skills that had little value or that were simply not implemented. Fixing one skill generally broke another, or failed because other skills in other professions that were needed to properly support the fixed skill were not working correctly. The developers of Star Wars: Galaxies eventually came to the conclusion that they would just have to gut out most of the game’s design and start again. They did so in a disastrous manner, but I’m not sure they were wrong about the basic insight.

To some extent, I think the developers of the current virtual world Warhammer Online are in the same kind of pickle. In this case, one of the serious issues in the game’s design is that it is almost impossible for players to understand how to achieve victory for their faction. There are two major factions in the game which fight to control certain parts of the game environment at varying stages of the progression of the player-characters. In the endgame, both factions try to accomplish a series of difficult challenges that will allow them to attack and control the major city of their rival faction. At the moment, it is very hard to tell exactly how these systems work, and I think that is not because the players have yet to figure the system out, but because the interaction of many diverse elements in the game design is so messy that it is impossible to figure it out, possibly even for the designers.

The designers have a vested interest in keeping the system opaque. If players understand very clearly what they need to do, they may discover that the system is easy to exploit, or that one side has a structural advantage. But at some point, making a system appear opaque and making a system actually so difficult to understand that it is genuinely opaque even to its creators are actions which shade into one another.

Far more importantly, the system may simply come to seem mechanical and lacking in adaptability. Once players understand exactly what it is that they must do, how they must do it, and when they must do it, they are likely to find competition to be boring and repetitive. I think this is a major reason that baroque complexity is added by design to many human systems, games and otherwise: because they are systems which need to simulate adaptability, portability, flexibility, which need to mimic the organicism and mutability of life itself. In a way, that’s what successful art in all its forms actually accomplishes: the deliberate creation of mystery, of a work which supercedes the narrow intent of its maker. But a system which requires ongoing use, even the mechanics of an online game, needs a functionality that art does not.

————

In a limited way, I think the dilemma that some game developers have encountered echoes the vastly more consequential problems of the current global financial system. For both instrumental and accidental reasons, I think the financial system has acquired this same kind of baroque complexity, this same kind of disconnect between the top level that believes it has control over the system’s workings and numerous veiled or incomprehensible mechanisms that have been churning away busily well beyond that control. Like a virtual world whose design has functionally become impossible to easily control, the financial system may now be too complex to repair. Changing one feature may lead to undesirable and unpredictable consequences elsewhere in the system. Pulling on one thread may cause another part of the tapestry to unravel.

And like virtual worlds, there are stakeholders who have a continuing interest in the parts of the Rube Goldberg machine to which they have adapted themselves. In a virtual world that has gone badly wrong, where many players are fleeing its failure, there will always be a few players who have become adroit at using one or more of its broken subsystems. They will be the ones who complain most strenuously at any changes. The emptier the world, the louder their complaints will sound.

Players can leave all their virtual worlds for good: their ludic desires can find other expression, other opportunities. A developer who guts out everything inside of a broken virtual world to replace it with some simpler, cleaner design can hope to bring back all the lost customers, but we know very well that players who quit a virtual world almost never come back. So sometimes you stick with whatever remnant you’ve got left, no matter how dysfunctional the complexities of the design, and ride with them right out to the thinnest margins of profit before closing for good.

The difference between a game and the real world is that the capital which can move away from the broken complexities of the financial system can’t just stop circulating altogether. It needs to go somewhere, wants to go somewhere. The choice may be similar, however. Listen to the actors who’ve adapted to the dysfunctionality of the system, who’ve adapted to live on some cog of the broken machinery, and they won’t want a change. Neither will people who work within some fragment of the system that works pretty well, because they know that a fix to what’s broken has a decent chance to break what works. Gut out the whole system to try and start anew? That’s rarely possible in real life. (So far it’s never really worked with games, either.) Sometimes the best answer is to build a simple, elegant alternative to run alongside the old clanking complexity, to have the System 2.0, and hope that over time, there’s a migration from the old to the new.

Cup Running Over

Tuesday, November 4th, 2008

I’m trying really hard not to look at election-related news right now. I want to wait until it’s meaningful news rather than punditry, plus I’m feeling very burned out about national politics any way. So instead, a quick gaming round-up, for those of you with an interest in digital games. This is the wretchedly wonderful time of the year when game publishers are releasing their best stuff or their franchise sequels ostensibly to get ready for the Christmas season. I think sometimes this leads to perfectly good titles being overlooked because there isn’t any time to play more than a few of the best (not to mention $$$).

Mount and Blade
A lot of people played this independent title while it was in development, but I had never tried it before its commercial release. I’ll probably write about it a bit more in a Terra Nova post soon, because I’ve found it curiously enthralling. It’s a very simple game in many ways. You control a medieval-type character who starts with the shirt on his back and then decide what you want to do in a fairly generic semi-realistic medieval setting. (No elves or magic, etc.) It’s more or less open-ended. You can raise an army in service to your liege, play as a black-hearted mercenary captain, trade goods from town to town, or even if you want a real challenge, act as a lone wolf. Part of what I enjoy about it is the great design of combat, which is vivid and intense, the antithesis of the way you just press buttons and auto-attack in most massively-multiplayer online games. Part of it is a narrative version of the “uncanny valley”: because this game actually lacks a lot of the narrative content of many more expensive titles, I found myself generating stories in my head about events in the game. It’s one of the best examples I’ve seen of what’s been called “emergent narrative”. I also knew that the game had a big modding community, and I suspect that will be a continuing draw. It’s a boutique title in the sense that you have to be looking for certain kinds of experiences from gaming to enjoy it.

Fable II
I have a real love-hate relationship with Peter Molyneux’s games. The ideas are always so good, the ambitions so very much what I want developers to be striving for, and then somehow he always manages to wrap his one great idea with a sub-par game full of annoying design mechanics. Black & White was the worst offender. You played an off-screen deity who controls a creature who acts as your divine avatar. The creature grew and adapted to the personality The A.I. for the creature was often compelling: it had a dynamic, living feel to it. I even sort of enjoyed how intractable it could be sometimes (the creature had a bad habit of eating your followers when you wanted it to be nice to them, or occasionally flinging them out into the ocean for no obvious reason). But then the actual game, which you needed to pursue, was simply aggravating.

I always tell myself that this time is the last time and I usually end up buying his games anyway. This time I may not regret that decision: so far I’m actually liking Fable II. It’s a lot closer to what I had imagined the first one might be. It has its share of odd mechanics and bugs, sure, but also a lot of small touches that are really fun. It has the same premise as Fable: you are a fantasy hero (thankfully this time you can be female or male) whose moral choices transform the world around you as well as your own looks and powers. I’m playing as an upstanding citizen this time, but I’m inclined to play through a second time as a black-hearted fiend. I also appreciate how consistent the aesthetic of the game is: the humor, the visual design, the narrative, all align harmoniously.

Warhammer Online
Another game I’ll be writing about more at Terra Nova shortly. Here I’ll just say that I found it very disappointing after a brief enthusiastic two weeks of play. As with a lot of massively-multiplayer virtual worlds, too much attention was lavished on the initial player experience and not enough thought given to what the long-term, renewable attractions of playing the game might be. Devotees of this form of game can rip through the initial content within a few days. If a developer hasn’t thought about what will keep people wanting to play in a persistent world, they might as well leave the whole form alone. In this case, the developer (Mythic Entertainment) is well on the way to repeating some of the mistakes they made in their previous product in terms of how they respond to player dissatisfaction. The game’s basic design hook revolves around player versus player combat, which is a solid niche in the marketplace. A lot of Warhammer’s actual design doesn’t service that objective very well, however, or it herds players into a narrow range of intensely repetitive experiences.

The Witcher
I’ve been waiting for the “enhanced” (meaning fixed) version of this game from a Polish developer. It’s based on a series of novels by the Polish writer Andrzej Sapkowski. I’m not very far into the game so far, but I like it. The combat mechanics are clumsy, and some of the “mature” content is presented in a very geek-male, adolescent manner. The fantasy setting and story are a big cut above the usual genre reprises found in many computer games, however. It’s an interesting contrast with Mount & Blade: the story is very “fixed”, but it’s laid out within a compelling setting, with some more interesting characters than the norm.

Fallout 3
If I’m not very far into The Witcher (or Fable II), this is the reason. The original Fallout is pretty much my favorite game of all time. (See the introductory visual sequence for an inkling of how great a game it was.) A lot of Fallout fans were worried about this sequel because it changes quite a few of the game mechanics. I didn’t have the same apprehensions, and I feel quite vindicated. This is easily my favorite digital game of the past year, and very much in my all-time pantheon. It hits all of my buttons. The post-apocalyptic landscape it offers is dripping with detail which is both consistent with the aesthetic of earlier entries in the series and extends those visuals in all sorts of new ways. You can go almost anywhere you want within the gameworld, when you want. You can improvise actions within the world in all sorts of ways: there isn’t a single sequence that you have to execute letter-perfect in order to beat a boss or get through a tough level. There are all sorts of amazing emotional hooks to draw you into the world and they’re remarkably adaptable to the decisions you’ve already made. (Fallout 3 is a vastly better implementation of a lot of the design ambitions of Fable II, in terms of a world that responds dynamically to your moral choices.) I’ve giggled with pleasure at some of the unexpected consequences following from my combat actions interacting with the AI, in a good way. I’ve also been more genuinely startled at some events than in any survival-horror game. (Last night, I turned away for a minute to talk to my wife and when I looked back, several mutant mole rats were about to rip my face off. I yelped with genuine surprise and horror.) This is the game of the year, as I see it..

Spore Needs More (and Less)

Tuesday, September 9th, 2008

Will Wright’s The Sims is the best-selling digital game of all time, and probably one of the games most disliked by people who play a lot of digital games.

Wright’s new game Spore seems to be producing a very similarly divided reaction, though time will tell whether it achieves anything like the commercial popularity of The Sims. At least some of the negative reaction to Spore from gamers has nothing to do with the design and everything to do with the digital rights management that Electronic Arts has chosen to impose upon the product. I have to agree that Spore has bad DRM, the kind that unilaterally violates established marketplace practice. Spore can only be installed three times before you have to seek special permission for additional installations. Some computer users can run through three installations in six months if they need to reformat their operating system, upgrade their machines several times, or experience a bug with the software itself. (Or in this case, with EA’s terrible Download Manager, which has caused quite a few problems for users.)

What of Spore itself, however? What a great many gamers have said about the product is that it is a great software toy with design tools that approach genius, but a weak or indifferent game. I’m no different in my assessment. In fact, I think that all-in-all, it’s a worse game than The Sims in terms of its underlying mechanics. Even as a toy, it has some issues.

Spore is divided into five stages, each with a different underlying game structure. These are short and superficial games: as many reviewers have noted, they are in effect minigames you have to play to unlock five different kinds of editors that allow you to customize your creatures.

Wright is not the first person to dream of creating a kind of “total game” that moves between fundamentally different game-mechanical structures. A lot of blue-sky design discussions I’ve read over the years have touched on similar ambitions: say, a game where you begin as an individual soldier that is a first-person shooter, graduate to being a squad commander that is an RTS, and then become a general playing with a strategic turn-based game. It sounds thrilling until you think what that actually means in design terms: that for one product, you’ll need three full games, each of them a compelling experience and you’ll need to somehow have all of them interconnect and accumulate. Otherwise, why bundle them together, if what you did in the first game doesn’t affect how the second game is played, and both in turn don’t structure the gameplay of the last?

That’s my (and many others’) problem with Spore as a game. My seven-year old and I both really enjoyed the first two stages of the game, where you first control a cell and add evolutionary features to it, the second of which you control your creature on land and shape its evolution. The two phases interlock quite a bit, and you feel a strong emotional connection to the creature you design as you shape it. There are some really clever visual and design touches in the second phase in particular.

Then you move into the Tribal and Civilization stages and here for me the game simply falls flat on its face even as a toy or design tool. The attributes you gave your creature in the second phase almost don’t matter at all in the Tribal phase, and really don’t matter in the Civilization. The only impact that earlier play makes on these phases is in a special ability, and that’s determined not by what makes your creature visually or substantively unique, but by a fairly crude summary of your overall behavior in the last phase. The editor tools for the Tribal phase aren’t particularly interesting, and they do not customize well to many of the Creature designs. You can design a completely fantastic Creature that makes use of Tribal and Civilizational elements, but you can’t really fit these elements to an underlying Creature, e.g., you may have access to a particular mask in the Tribal phase, but the mask is generic rather than something which conforms to the anatomy and physiology of the creature you’ve made. Yes, I know this is demanding rather a lot from Wright’s design, but the animations in the Creature phase are so astonishingly varied, and seem to come so organically from the anatomy of different Creatures, that the Tribal and Civilizational designs are a sharp disappointment.

So what you have here is an evolutionary, accumulative game where past the point of sentience, everything that has come before has little to no accumulative weight. I tend to come down somewhere in a vague middle on nature vs. nurture discussions about human practices and history: our technological and social history as a species is shaped in many ways both subtle and gross by the fact that we’re primates who walk upright, have large heads, four fingers and an opposable thumb on two hands, bilateral symmetry, strong visual acuity, and so on. I really do assume that a four-legged alien that manipulated objects with tentacles and had 360 vision from eyeballs on stalks would make artifacts and have social systems that reflected its biology in distinctive ways, even if technology itself would tend to cancel out or override some of its prior evolutionary history. It just doesn’t feel that way in Spore, even in some clever, superficial but visually enjoyable way.

This gives Spore a sharply disjunctive feeling. You’re drawn deeply into managing the fate and design of your creature in the early game. Then suddenly most of that feels irrelevant and you’re intensely conscious of the game mechanics, which in the Tribal and Civilizational phases are shallow, simplistic and rather boring. I really wish they’d left these phases out entirely, and simply given you an editor at the end of your Creature’s evolution that let you design some technologies that you thought looked appropriate for its use.

I haven’t done the final Space phase enough yet to decide whether the game (or toy) becomes very exciting once again at that point. Certainly the more that the Space phase exposes you to the astonishing creativity of other players using the design tool, the more there is some kind of satisfaction that arises from Spore. Curiously, though, it is not a satisfaction with the genius of Wright and his colleagues, but the genius of other players. I’m sure that’s something that Wright was aiming for, as he has in the past, to make Spore first and foremost an authorial platform, a tool for creative expression. Parts of Spore succeed wildly at that ambition. Parts of it, even in those terms, fail, and they fail because they don’t interlock with the rest of the expressive power of Spore-the-toy, Spore-the-tool.

Why Some Learning Games Continue to Suck (Games + Learning + Society Liveblogging)

Friday, July 11th, 2008

This isn’t a reaction to the panels I’ve attended at the meeting: they had some educational or learning games that I thought were terrific, smart, well-designed, and educationally effective. It’s more a reaction to some of the games I saw in the poster session or heard about in conversations.

The obvious thing to claim would be that some learning games suck because the people making them are untalented or underresourced. Or that there is some particular design failure in the game that can be avoided or fixed. That’s not it at all. Some of the bad learning games come from perfectly competent, well-meaning people who have sufficient resources to build what they’ve planned to build and they’ve made perfectly decent design decisions about the game.

The problem is that some learning games get made because someone charged with the mission of education (teaching students, educating publics, training professionals) needs to accomplish one of two things (or both of them). They have to justify their own professional existence and institutional responsibilities when they are tasked to endlessly improve educational efficacy, tied to endless progress. Or they’ve been assigned responsibility to address some small persistent reservoir of incapacity, some subject that a small number of students don’t learn or some issue that some small fraction of the public doesn’t understand the way that advocates believe they should.

Professionals who are in these circumstances cannot say, “Well, we teach what we can with the methods that we have, and whatever we can’t teach or isn’t being learned, too bad”. Many of them are responsible for producing a sense of eternal progression. When there’s no more traction on one pedagogical method, it is possible to produce that sense of progression through shifting to a new method, such as “educational games”.

So, for example, let’s say you’re thinking about public health and you want to address the problem of people who take too many aspirin to manage non-recurrent pain. Honestly, you’re not going to improve on clear written warnings on aspirin itself, regular advice from doctors with reinforcement from pharmaceutical professionals. It wouldn’t hurt to formally study people who have had medical consequences from one-time overuse of aspirin and maybe you could have some tentative sense of just how many people have done so.

But designing a game, whether simple or complex, open-ended or narrowly didactic, which is narrowly tailored to substitute for or complement written and verbal warnings about aspirin, is if nothing else a serious misuse of resources. There is nothing a game can do that simpler, terser, cheaper methods of communication cannot do, no one that game will reach who was otherwise unreached or unpersuaded. All that building a game in this case will do is give the designers a sense that they have tried to make further progress towards educational perfection. The player in “Don’t Take More Than Two” just has to sigh and endure a time-consuming exercise in the screamingly obvious.

The same thing goes for K-12 or college classrooms. There are many kinds of information and learning that a game can only deliver in a hopelessly Rube Goldberg manner compared to more conventional pedagogies. The educational games that work (and I saw plenty of those) are the ones that use games to help students understand processes, procedures, ways of being and thinking, in an open-ended way. If you’ve got one ideal or perfect “state of mind” that you didactically insist your students or the public should hold about a particular issue or question, a game is a truly crappy way to get them there. (I’d suggest that there’s a more fundamental problem with that basic objective, but that’s another issue.)

I know I’m preaching to the choir in terms of the scholars I know best and talk to most at a meeting like GLS, but even as an outsider to this particular subfield, I’m frustrated by the stubborn persistence of didactic and unnecessary games that mostly satisfy the professional needs of their creators rather than the needs of the unfortunates who will at some point be compelled to play or experience those games.

Games + Learning + Society Liveblogging 4

Friday, July 11th, 2008

I’m at a roundtable panel on World of Warcraft with seven presenters (Bielema, Bielema, Chen, Hay, Kelly, Malone, Steinkuehler.)

P. Bielema argues that you could map “real things” onto the Warcraft template to make it educational.

E. Bielema is looking at discourse around a particular fight in the game.

Chen is looking at the development of expertise through gameplay in World of Warcraft, and how/whether players can communicate expertise to each other laterally, train each other and so on.

Hay looks at the process of character development as if it were a model or simulation, that players are testing hypotheses about how the character will work, testing the character against the environment, improving their development. [ME: Here the problem is, what about players who don't accept that way of understanding character development and consciously 'gimp' themselves, or make idiosyncratic choices.]

Kelly is talking about how women conceal or efface their identities through performance and visible practice in World of Warcraft, using the concept of “passing”. Talks about two common ideas: that most female avatars are actually men, and that people who say their mikes are broken are often women who don’t want to be revealed as such. (She suggests that the latter is pretty much true.)

Malone is centrally focused on a case where a powerguild “exploited”, but didn’t believe that they were exploiting, about how that kind of claim gets arbitrated.

Sherlock is talking about how different communities construct “n00bs” in World of Warcraft (kind of the other end of Chen’s work).

Steinkuehler is describing work of one of her graduate students–afterschool program that’s an in-game WoW guild with boys who are ADHD, ADD, who are very alienated from school but very oriented to games.

[Me: one thing I'd say is important is not to just turn World of Warcraft into some 'normal' educational object. Steinkuehler is very clear about this in her work on Lineage: if something transformative happens when people play games, it has to be treated gently, and there's very little direction you can give to it. Just overlaying WoW with something 'educational' is a misfire, in my view, though I didn't have a chance to listen in more detail to the presenter who I understood to be arguing for something like that.]

[ME: Some talk near the end about the difficulty of developing clear descriptions of World of Warcraft gameplay, especially for those who have never played it. It's really hard to be doing work that turns on extremely specific events or mechanics and not get swallowed up in an explanation of that. On the other hand, how is that different from any heavily situated ethnographic work where the audience isn't immediately familiar with the context? It's always difficult to explain, but many people have figured out ways to do it. Part of it is being clear about what you think the particular experience helps you to explain or understand in a larger context--if you just say that a particular thing in World of Warcraft explains somethinig else in World of Warcraft, then you might just want to stick to giving that paper at BlizzCon. It needs to have some larger significance.]

Me: one thing I wished I’d seen more of was Mark Chen’s truly awesome looking papercraft models, which I gather is part of how he looks at transactions around expertise. I mostly ended up talking with Malone and Steinkuehler about their respective, extremely interesting, work.

Games + Learning + Society Liveblogging 3

Thursday, July 10th, 2008

I’m at a panel on the use of games to help students in science education.

I came in part way through Melissa Gresalfi and Anna Arici’s presentation on two games-based approaches in 6th grade science education based around something called Quest Atlantis.

[Me: this seems to be a presentation making the classic argument about the difference between "traditional" and game-based pedagogy--that in traditional pedagogy the most successful students are those strongly motivated by wanting to respond positively to authority-driven assignments, whereas the most successful students are strongly self-motivated, with a stronger sense of their own agency.]

Students who responded strongly to Quest Atlantis talked a lot about how much they felt like scientists themselves, had a strongly positive disposition towards learning. But they also did say that the QA students showed strong factual competency at the end, etc.

Very good question from the floor that implies that comparing the game-based pedagogy to a text-based, reading-centric approach isn’t the right comparison–shouldn’t it be a comparison between a science curriculum that takes them into the field, has experiments, and so on, versus a game-based, virtual reality approach. Gresalfi responds, more or less, that virtual reality is cheaper, but she agrees that the key thing is really hands-on versus factual. [ME: to some extent this is ye old constructivism in game form, as much games-learning scholarship is. I agree with the basic insight that getting students to do science rather than just learn it formally is key, but there are lots of ways to do it.]

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Jewell, White, Norton, Chmiel, “Resilient Planet”

On a 3D science education program for JASON Project, intended to give students a sense of what science practice is like both by letting them do it themselves and by showing them scientists in practice.

Nice phrase: trying not to show students science just as a “rhetoric of conclusions”, but instead as a space of thinking through problems. Example: they look at the work of one scientist who is arguing that there are too many tiger sharks in a particular ecology that are overpredating monk seals and are charged to collect data which challenges his conclusions. So what they’re trying to teach to some extent is the notion that science is about a practice of permanent skepticism. Also in the case they’re showing to some extent the issues involved in the interface between science and policy (the tiger-shark overpopulation scientist argues for an organized tiger shark cull).

[ME: They've got the 'fun' right as well as the learning content--they showed one bit where you have to make a shark regurgitate so you can assess its typical eating patterns which was very amusingly gross. This is just such a key thing with learning games--I'll probably rant about this later, but there's so many educational games being talked about at GLS that are so horribly unfun and ungamelike, when you'd think that the need to make a game playful should be well understood.]

[ME: I was worried that this was still a game where you basically prove one "preloaded" hypothesis, that it's just a game that locks you in, but they actually do try to show two very different ways of looking at tiger shark populations, ecological relationships, and the game leaves it open which might be right. This strikes me as really important even in a program for 6th graders. Still, needs more of this, I think, even at this level. The real gold standard would be trying to create something that allowed unpredicable or contingent findings--maybe pulling in ongoing material from outside databases in a way that isn't preloaded.]

[ME: Also they do a good job in presentation terms of running the game in the background while talking about the overall design. You have got to show the game in action, I think. I almost think a lot of game presentations should have a talker and a player working at the same time. Yes, it's distracting, but without it, you have no idea if what's being talked up is crap or not. Seeing it in this proposal, for example, convinces you that this is a really good piece of work.]

In response to a question, Dan Norton had some smart things to say about the pedagogical problem that branching narratives pose in a classroom–that you can’t be sure that all the students have had the same experiences or learned the same things, and therefore can’t build progressively on what they all know.

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Laird and McDonald, “Is Our GaMerz L3arning? (Evaluating Games As Shared Experiences)

Talking about how to design a game that CAN be evaluated. So they’re going to have audience play a game that is on purpose designed to be incomplete, confusing and impossible to evaluate.

[ME: I feel some of my own hobbyhorses starting to gallop, namely, that I'm inclined to think that some of the most interesting learning that can happen through games is by definition not easy to measure or evaluate, and that the more measurable it becomes, the less productive, interesting, useful (and fun) it is.]

So the incomplete game is demonstrating (I think) that you can’t play a game if you don’t have information about its rules and outcome at the outset, and that this makes any outcome feel unfair.

[ME: Heh, someone in the audience found an unintentionally broken part of the rules, in addition to the intentionally broken ones. This is one great things about games: players will eventually always find every ambiguous or contradictory rule.]

They apply this to a game called Shortfall that they use with university engineering students to talk about sustainable manufacturing. Play all three parts of a supply chain (materials, parts, cars). In Version 1, didn’t work because students played to be individual winners and didn’t consume any of the content, they were just driven to get to the game-mechanical end.

Argument here is that you need to make it team vs. team to improve content consumption.

[ME: Ok, yes, design is very important if you're trying to make a game that has an educational intent.]

Games + Learning + Society Liveblogging 2

Thursday, July 10th, 2008

I’m at the second morning panel, this one focused our design, with three presentations from designers and developers.

One of the issues that often comes up at games-related conferences and meetings is the supposed divide between academic researchers and developers in the industry. Developers will sometimes talk about how they don’t find most academic work on digital games very useful, and academic researchers will sometimes complain about how developers are anti-intellectual, needlessly hostile to collaboration with academic researchers, or too narrow in their perspectives.

But you know, there aren’t very many meetings of film theorists, film critics or even academic artists who make films where there are representatives from film studios, directors and screenwriters present in significant numbers. Most meetings of literary critics don’t include significant participation from novelists except for those also happen to be academic literary critics. The very fact that the conversation often happens at games-related conferences is itself kind of unusual and interesting.

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First presentation: Patrick Lipo, in the industry since 1993 (worked on X-Men Legends, Lord of the Rings Online) speaking on “Battling the Curse of More”.

1st question: “Why do large projects sometimes create weak experiences?” A: developer and programmers pulling in different directions, fear of player expectations, poor control over resources, an excess of ideas, no limitations on the development process.

Argues for constraint early in the development process, however it is imposed.

Argues GTA’s open-world design is a very bad precedent that is driving feature creep in a lot of games.

[Me: I'd argue that a lot of open-world design would be a lot better if it was conceived as a platform with tools and capacity for players to add content over time rather than a fully 'authored' design as GTA IV. Like Second Life if Second Life weren't so clunky and amorphous.]

Observes that many gamers love feature creep as a concept; that they want games to be ‘total’, so it can be unpopular to say ‘This game has X and not Y”.

Takes God of War as a good example of constraint: simple combat, highly polished look and feel, very light RPG levelling up mechanism.

[Me: Lipo suddenly got worried that some people in the audience don't know God of War or his other examples. This is a problem that really comes up again and again in presentations on games: they are really hard to describe verbally for people who haven't played them.]

Takes Bioshock as another example that controls feature creep. [Me: I really disagree with this, that was the main problem with Bioshock, that it was *so much locked into a 'ride on the rails'*. So I guess I'm a gamer wanting feature creep, then. At least with a game that's as visually lavish as Bioshock.]

“Pillar verbs”: figure out a small number that describe what the player will be doing 90% most of the time, use this to prioritize feature development. “What will impact your players the most” is Lipo’s defining question. Suggests that people are not going to remember playing darts or bowling in GTA IV, and I’m not sure I agree with that, it’s kind of the point of GTA IV, that everyone’s GTA IV is a different one.

Argues you can have “secondary verbs”, a level or section or form of gameplay that gives you a different kind of gameplay, a different activity, for variety. [Me: I'd say that's more or less where the danger comes in, where you get some completely lame 'variant' activity that's poorly done. If that's voluntary like crafting, ok, if it's mandatory for progression in the game, that's a design failure.]

[Me: I don't think any designer or developer would disagree in principle with Lipo's presentation. So to me at least the real question is: why doesn't this conventional wisdom get followed more often? Why does feature creep actually happen? This is kind of what I want to hear from developers most, a detailed 'anatomy' of design processes that pinpoint why certain kinds of outcomes are most common. But there are two reasons why developers mostly can't or don't: first, because that kind of dissection of process can get you into professional trouble the more specific and tangible it gets; second, because I don't think very many developers themselves have enough of a bird's eye view or overall perspective that gives them generalizable insights in development process.]

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“Ubisoft: From Pure Entertainment to Playful Learning” Group of Ubisoft developers presenting on the “Games for Everyone” division at Ubisoft, goal to design educational/casual games.

3 types of behavior towards learning: “have to learn, want to learn, enjoy learning”. Says Ubisoft is only just figuring out how to approach learning games with these in mind. My Word Coach.

Fairly standard developer-side argument for moving towards a “mass market” in gaming (they don’t like the term ‘casual games’ but they embrace the basic celebratory argument about casual gaming as it has developed in the aftermath of the Wii.)

Argues that ‘mass market’ games are misperceived as being easy to make, cheap to make, when they actually take a lot of work and thought.

[Me: I agree with this, and you can see some of the worst consequences of this in learning games and games for kids, which is one of the absolute development sewers where most publishers don't hesitate to dump buggy, cheap crap on the market.]

They describe the process for making Word Coach. They went looking for academic consultants to help make the game “legitimate” [their term]. [Me: this is really common in learning software, educational culture, etc.: you go get an academic to help reassure parents that what they're buying is 'genuinely' educational. I'm not sure this is going to help a designer figure out what's playable, but that's more or less the central issue at GLS meetings in general.]