gls 2010 presentation
TRANSCRIPT
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Univ.-Prof. Dr. Michael G. Wagner, MBA
Department für BildwissenschaftenFachbereich Applied Game Studies
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Ludic Constructivism
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1. The “killer-game” paradox2. Three-identity model3. Radical constructivism4. Ludic construction of knowledge5. Why we play and what we learn6. Five principles of game based
education7. Best practice example
Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
An Epistemological Approach to Why and How We Learn in Computer Games
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Scientific evidence seems to suggest:• Digital games promote learning
all the good stuff- Social competencies, etc.
• Digital games do not promote learningall the bad stuff- Violence, etc.
Lack of consistency?!Lack of a proper learning theory?Lack of a proper epistemological position?
Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
The “Killer-Game” Paradox
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Three-Identity Model
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Radical Constructivism
Ernst von Glasersfeld:• There is no reality independent of the observer.• Knowledge is constructed by creating mental models that
are validated with our senses.Heinz von Förster:• Observer and observed cannot be separated.• Mental models of reality are the result of a recursive
process linking first and second order observation (second order cybernetics).
• Reality is replaced by the eigenvalue of this recursion.
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Three-Identity Model
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Ludic Construction of Knowledge
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Why we play and what we learn
1. Play is a consequence of self-awareness and self-awareness is a consequence of play.- Huizinga: cultural anthropological game theory
2. The main purpose of playing is to train the knowledge creation process within a safe environment.- Winnicott: developmental psychological game theory
3. Games are not particularly well suited for learning content, their main potential is learning about learning.
4. The knowledge created during gameplay is only relevant to game space initially. Any transfer into real space requires an “active induction”.
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Five Principles of Game Based Education
1. Being educational is never a property of the game itself.2. Game based learning experiences do not automatically
have real world effects.3. Learning with digital games is fundamentally social and
highly individualized.4. In general, there are no economies of scale in game
based education.5. Game based teaching requires basic “psychotherapeutic”
competencies.- Teaching = coaching
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Department für BildwissenschaftenFachbereich Applied Game Studies
Univ.-Prof. Dr. Michael G. Wagner, MBA
Best practice example: AugmentedEDU
Physics game themed around clean energy production.Core development principles:1. Educational objectives closely linked to game mechanics2. Focus on knowledge creation 3. Multiple possibilities to
interface with non-gamereal world activities
4. Iterative didactic designprocess integratingteachers and students
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www.appliedgames.at
(Digital) Games promote what they demand,and they demand what players want.