I tried the free to play Aion MMORPG available for download from http://www.aionfreetoplay.com/. I am on EU server "Anuhart".

I entered as one of the races of Daeva (assigned to me on account creation), and selected the Elyos faction and Scout class. It was raining, hence the leaf umbrella.

The free to play Aion game allows for only 2 characters to be created, but gives access to all 55 levels, nearly 4,000 quests, and all territory travel, unlike the level 20 restricted World of Warcraft free starter edition.

• There is an official wiki and getting started guide at http://gameguide.na.aiononline.com/aion/
• A community contributed wiki with information of the land, characters and play is at http://aion.wikia.com/wiki/Elyos

Entering a new world, with a new character, even though the interface had many similarities to World of Warcraft, reminded me how important scaffolding was, and the value of the community created wiki information sites. I will hold off creating my main (male) character with my usual name prefixed aith "Ai" until I know more about the game and the factions. 

1) Active, Critical Learning Principle

It is quite obvious to note that the players are required to participate in gaming actively and take actions all the time.

 

2) Design Principle

?

3) Semiotic Principle

In the game, chatting with friends by typing is different from waving your hands to them. Even the gifts (weapon or helmet) can be given as a symbol of friendship.

 

4) Semiotic Domains Principle

I think this one is related to the previous principle, where the players learn how their team image can be symbolized by the flag or items.

 

5) Meta-level thinking about Semiotic Domain Principle

Based on the previous two principles, players can not only appreciate or master in different groups of semiotic domains but also distinguish between them.

 

6) "Psychosocial Moratorium" Principle

Players are more willing to take risks in the game. For example, try to kill a forest bear. (But I personally prefer to do something I will never do in real life, such as, kill an innocent rabbit.)

 

7) Committed Learning Principle

Most of the engaged players can’t get rid of playing, and consider their virtual identities as the extension of real-world ones. (I think it is where the immersion coours)

 

8) Identity Principle

Real-world identities link to virtual identities by projective identities where we can see the virtual ones are manipulated individually. (Try to play the games in different gender.)

 

9) Self-Knowledge Principle

This one is really interesting. Players are allowed to get to know themselves more in-depth. Taking myself as an example, I don’t like to fight for a team task in order to reach the huge prize or take challenges. I prefer to enjoy the scenery by myself.

 

10) Amplification of Input Principle

?

11) Achievement Principle

As it is shown in the game, the achievement records, there are the list of skills which the players have already learnt and the list of tasks which have already been completed.

 

12) Practice Principle

There are so many quests in this game, can be divided into individual and team. Try and error, players learn to master everything in the virtual world.

 

13). Ongoing Learning Principle

It seems that learning continues even when the goal is achieved. So, there are always new things to learn and to get familiar with in the game.

 

14) "Regime of Competence" Principle

The quests are challenging but still attainable. I think it is because of the community of this game, where you can always find someone has already achieve this goal.

 

15) Probing Principle

It seems to be similar to the experiential learning cycle. The learning happens when the player implement their hypothesis and receive results.

 

16) Multiple Routes Principle

Being a different race, or a different occupation, players are always able to choose alternative ways to play the game.

 

17) Situated Meaning Principle

18) Text Principle

19) Intertextual Principle

?

20) Multimodal Principle

This one is obvious. In multimedia environment, it is not essential to “talk” to others, there are so many alternative ways for the players to receive message or knowledge.

 

21) "Material Intelligence" Principle

I am not sure; maybe, the players can learn to appreciate the items of the game. Therefore, they comprehend how to utilize the resources to achieve the goal.

 

22) Intuitive Knowledge Principle

Maybe, player can learn to distinguish the places where high possibility to complete the quest / find the desired items is more guaranteed.

 

23) Subset Principle

?

24) Incremental Principle

The patterns players learn in early stage can be still taken into account when they move to advance levels. (EX: the geography information of the virtual world)

 

25) Concentrated Sample Principle

Players learn how to swim and how to talk with a character in very first beginning from instruction.

 

26) Bottom-up Basic Skills Principle

Players start to discover the unknown world from the basic skills and then move to the advanced ones.

 

27) Explicit Information On-Demand and Just-in-Time Principle

Players can always find the assistance from the “menu” or “help” in the game environment.

 

28) Discovery Principle

In the game environment, the hints from the game are limited. For example, the location of the key character of the task is provided but some of them are hidden in buildings and may be difficult to locate. Players need to discover and experience the game in their own way.

 

29) Transfer Principle

Players can recognize the hints from the map to carry out the quest, and they learn from the process. By repeating the same process and behavior patterns, players can master in completing the quests.

 

30) Cultural Models about the World Principle

31) Cultural Models about Learning Principle

32) Cultural Models about Semiotic Domains Principle

Cultural differentiation? To be honest, I didn’t perceive this perspective very clearly.

 

33) Distributed Principle

The knowledge is distributed and shared in the environment, and it can be easily noted through the language the players use and the symbols they agree on.

 

34) Dispersed Principle

I am kind of disagreeing with this one, if my perception is correct. I think the meaning of this game may be gone, but the rules of this kind of online role-play game can be applied to another similar game. Therefore, new learners will get to know the new environment more easily due to the previous game experience.

 

35) Affinity Group Principle

I think this one is related to the team building, sharing the goals and being together as a whole.

 

36) Insider Principle

Due to the impacts of immersion, some players can even take part in being a bug tracker for this game. They do know the game environment.

 

Reference:

Gee, J 2004, What Video Games Have To Teach Us About Learning And Literacy, New York ; Basingstoke : Palgrave Macmillan

 

Studying games based learning means I tend to encounter the phrase ‘I’m no good at games’ a fair bit. The problem I have with it is I’m not sure it is possible. What people who say this actually mean is any one or more of the following:

1) I am intimidated by computers or don’t want to learn

Needs no explanation, we’ve all seen it. In this example ‘no good’ translates quite nicely as ‘don’t want to try’. It’s about motivation. I’ll cite my Grandad as case in point. He doesn’t want a mobile phone because he’s no good at ‘technology’, but he can achieve the kind of magic with the cricket on his Sky+ box that I can only dream of.

2) I consider gaming to be a somehow lower form of entertainment

This one might be a little bit specific to the shire of white middle class England I live in, but there’s a social divide in play. You can test this out for yourself. Next time the ‘what did you do at the weekend’ question comes up in a peer group try alternating your responses between:

1. I got my hunter up to level 20 in WoW.
2. We went to the new Titanic exhibition at the city museum and I finally got round to finishing Obama book.

3) I’ve forgotten that ‘games’ is a wider field than that shooting thing my son likes

There’s no question that electronic gaming has got popular. The problem is that people tend to generalise based on what they see in the media. Talk about gaming and our first points of reference are either first person shooters and how they are encouraging little Jonny to go all Black Hawk Down on his school or that weird kid who stays up all night doing strange things with orcs.

Gaming is a massive field. It includes those board games you used to love and still make me play at Christmas, the whole of the sports world, even those stupid games you play with yourself on the commute to work or with the receptionist in your building. I refuse to accept that anybody can be bad at Every Game.

4) I feel the need to project myself as a serious grown up

This is very similar to 2), but needs a section of it’s own. At what point in our lives do we stop playing? Early childhood play is about learning. Go to school and learning becomes work and play what we’re allowed to do afterwards. As ‘serious’ adults do we spend time playing? Would you be prepared to tell your friends in the book group you’ve been playing? Why not?

5) I want to stop this conversation as soon as possible and talk to somebody here who is less geeky

Potentially more a reflection on me rather than the wider subject…

Image source- PS3 Controller by Chi

WBT enables learners to explore by themselves. The general approach of how people learn is through the process ‘Tell them, show them, and let them try’. Compared with traditional learning, it is easier to access for the learners to ‘try’ by themselves. Taking simulation training as an example, the learners are able to play multiple roles in simulation. They can experience consequences of alternative behaviors and even the negative behaviors can be included. (Horton, 2000)

        In terms of test and exercise, WBT enables ‘immediate feedback’ to fit learners’ expectation. (Horton, 2000) In traditional approach, it takes ages for the learners to wait for their feedback. Even if the feedback is revealed after the test is completed, they will usually receive them as a whole instead of in piecemeal. WBT allows feedback to be demonstrated piece by piece, and keeps learners from missing several related questions because of a single misunderstanding. (Horton, 2000)

        Moreover, the hints can be provided in order to assist the learners to investigate the learning in depth. Hints can take many forms, such as: background information or instructions on how to perform the next step. (Horton, 2000) The role of giving the hints is quite similar to the role of facilitator in traditional training. However, to guide the learners in more specific way individually is definitely one of the strengths of WBT.

Finally, WBT enables learners to experience something nearly impossible to occur in real life. In a role-play scenario, Lee and Hoadley (2007) indicate that by acting as a different gender, learners observe more details in sexual incidences and even discriminations. Likewise, if the costs of failure are high, it is relatively suitable to use simulation for learning (Horton, 2000). For example, nuclear plant operators, airplane navigator.

Reference

Horton, W. (2000) Designing Web-Based Training : How To Teach Anyone Anything Anywhere Anytime, New York ; Chichester : Wiley

 

Lee, J.J., and Hoadley, C.M. (2007) Leveraging Identity to Make Learning Fun: Possible Selves and Experiential Learning in Massively Multiplayer Online Games(MMOGS), Innovate, Vol. 3, No. 6, http://innovateonline.info/?view=article&id=348

The Introduction to Digital Game-Based Learning class met Elena Northmead at the Virtual University of Edinburgh's Vue South Beach Pavilion in Second Life for a discussion on Augmented Reality Games.

To begin with, among the six reasons why the players had engaged with the game (Whitton, 2011), I personally can be easily motivated by ‘completion’, ‘narrative’ and ‘puzzle-solving’. I think these educational games are quite interesting and fun compared to the rest of learning methods and approaches, such as: lecture, group discussion…

 

However, in the ARGOSI project, there is huge amount of responses indicate the disengagement of the learners. As it is mentioned in the conclusion part, if it is formally assessed and arranged as part of the education content, the percentage of engagement may increase. (Whitton, 2011) What I am thinking here is, by doing so, the learners may engage not because of the game design or the attractive true natural of ARG gams but because it is one of the mandatory elements of their study. So, the form of learning may not matter at all, just like the post-graduate students are all engaging in their dissertation if they need to obtain their master degree.

 

I also realize that it is not easy to find out why people do not engage instead of engaging. My initial thought to this is quite straightforward. Maybe it is just because that this game is designed as education-oriented, not leisure-oriented. Therefore, students will not easily accept the new policy or new learning materials which purely come from school authority. In my own experience and opinion, they usually consider these interventions as another kind of bothering. Moreover, according to adult learning theory, the learners are likely to resist unless they can choose the learning objects as being relevant to their own needs. (Swanson, 2011) Further, I assume that the low response rate is due to the learners’ self-diagnose needs do not match with the outcomes which they assume this ARGOSI project will produce.

 

What if the aim of the ARG game is to assist students to practice job interview skills, will it benefit their engagement? This goal is so practical and in my opinion, it can attract students to a certain extent. To be honest, I would like to design a game with this topic, and maybe I can do some research accordingly to investigate further.

Referenes:

Knowles, M., Holton, E., & Swanson, R. (2011) The Adult Learner : The Definitive Classic In Adult Education And Human Resource Development, Amsterdam ; Boston : Elsevier.

Whitton, N. (2010) Encouraging Engagement in Game-Based Learning. International Journal of Game-Based Learning, 1(1), pp.75–84.

I’ve been spending a fair bit of time in WoW recently, attempting to mash it into the PLTS framework to see what comes out the other end. More on that to come. In this post I want to talk about failing and how we’re not doing it nearly as often as we should.

The thing about learning to fail is that you learn that it’s actually not so bad. You develop skills to help you manage it, to come back afterwards. But we’re scared of it. We’ve built a system where failing is a big bad thing, and we must avoid it at all costs.

Distinctly Average

The problem with that is it breeds mediocrity. The biggest hardest part of my role is dealing with the fear of change, the unknown. It is safer to stick with what we know, maintain the status quo. You see it in individuals, and in whole institutions. You can’t fail if you don’t push it too hard.

This attitude means we end up falling into a trap where can can easily do the same to our students. At the big scary end of school you must pass your exams to get to the next thing. Want to create an environment that’ll scare you about failing? Not being allowed to carry on if you do will achieve that.

I don’t have a huge problem with this though. We need goals to challenge us, targets we are motivated to achieve. Succeeding at a difficult task is such a positive experience, we can’t take that away.

My problem is that because the fail is scary rather than building their confidence to think they can do it, it’s safer make the task easier. Take the BTEC in X because it’s an easy way to 5 GCSEs rather than doing that triple science you’re not smart enough for, improve this coursework by doing Y in order to tick enough boxes on the mark scheme, your current grades mean you should do the foundation paper and get a safe C grade rather than risking the higher, and so on.

Gamification

In the game world the tasks don’t get easier the more you fail. There isn’t an easy way round a hard obstacle, you just have to persevere. What we in schools need to learn from games is why people come back to them, again and again.

One reason is because it’s safe to fail. I’m happy to admit that in WoW I die fairly frequently. When you die in WoW you become a ghost, a little gravestone appears on your map and you have to head off and find your body. Once you’ve found it you carry on from where you left off, having learned from your mistake.

The quest doesn’t become any easier to accommodate my poor play, I don’t get a man over my shoulder telling me which button to press. I reflect on my own performance and adapt, all the time knowing that if I’m still not quite successful I can just have another go.

I’ll finish with a McGonigal quote:

“When we’re playing a well-designed game, failure doesn’t disappoint us. It makes us happy in a very particular way: excited, interested, and most of all optimistic”

Image source- red fail by griffithchris

The Introduction to Digital game-Based Learning class met Frank Lassard at the Virtual University of Edinburgh's Sandbox in Second Life for a demonstration of Holodecks for creating scenes for role play and meetings.

In mid 2011, "Kirstens Viewer" based on Linden Labs' open source Second Life Viewer code, added support for 3D stereo vision using a variety of 3D methods, including simple red/cyan glasses.  This viewer is no longer maintained and is not available for download.  but the last version created - Kirstens S21(9) - still works with current Second Life servers. Here is an example image from Kirtsen's Viewer in red/cyan 3D (click on image for a full sized copy and get out your 3D glasses to see the effect):

There was an earlier patch for an early version of  the Second Life Viewer from the University of Michigan to support 3D stereoscopic views in Second Life. See http://3dvision-blog.com/forum/viewtopic.php?f=2&t=142 and https://jira.secondlife.com/browse/VWR-2972?

I have been thinking about the game design asessment since Christmas.  It is my style to make notes and get ideas flowing early on and collect assets before seriously starting any work element.  I had originally thought a game using assets already available to me from a project on the "Virtual World of Whisky" might make a suitable topic for the game design.  See for example:

• http://www.aiai.ed.ac.uk/project/i-room/resources/vwow/VWoW-I-Room-Final-Report-2008-03-19.pdf
• http://www.youtube.com/watch?v=y4nqlqRAd04

I have seen other opportunities while exploring quests in World of Warcraft, a number of space-themed games mentioned in this blog, and playing a range of new (to me) games on the course.

I am finding that a number of themes keep arising in my interests while engaging with these games and thinking about their narrative, objectives, and the ways in which they introduce artifacts and skills.

• Situated Learning and Narrative
• Levels, Scaffolding and Push to the ZPD (Vygotsky)
• Use of encyclopaedia resources
• Community-based Learning
• "Ancient" style of learning at the feet of teachers

My interests continue to be strongly with games which have a social and community dimension, and a way to engage players with the broader community involved is often something they involve.

So, I have begun development of a game design for a quest style game in the Avatar movie theme areas of a MMO such as Second Life. The game is based on an exploration of the Pandora moon flora and Na'vi culture.  It will have strong community and knowledge sharing aspects, but allow for play that engages with others or not, with consequences.  I call the game "Moon Bloom – The Legend of the Bloom of the Aligned Moons".