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Category Archives: metagames
A cabbalistic riddle
Radical constructivism may find an aesthetic counterpart in beautiful crafted educational narratives used in cabbalistic teaching and Zen-buddhism. These are often recursive, or self-denying for easy understanding, but nonetheless beautiful to behold. One fine example, though quite concrete, is this … Continue reading →
Lecture “First and Second Order Games” at the HAW
On tuesday, December 15th, from 18:00 to 19:30 I will give a lecture with the title “Spiele erster und zweiter Ordnung – Lernen zwischen Konvention und Innovation” (“First and second order games – Learning between convention and innovation”). I will … Continue reading →
Learning facts and rules
Facts are man-made, as the etymological origin ‘facere’ suggests. The creation of this kind of knowledge, facts, follows certain meta-facts, called rules. One can see a vague anaologon to declarative and procedural knowledge, “knowing that” and “knowing how”, both calling … Continue reading →
Serious game “Tiebranimes” to download
Nearly ten years ago I attended a seminar about “Kinderspiel – Kinderspiele: Theorie – Empirie” (“Children’s Play and Games: Theoretical and Empirical Views”), where one possible task was to create a learning game. I was flabbergasted that the three other … Continue reading →
Posted in education, gamedesign, games, metagames
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Tagged cardgame, download, educational, game, tiebranimes
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First Faculty Research Day
This wednesday there will be a presentation of projects and initiatives stating research interests of members of our faculty. As it seems, my poster (german) will be up, too, to give a slight and very superficial overview on Game Based … Continue reading →
Posted in education, games, media, metagames, overview
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Tagged flyer, forschungstag, gamebasedlearning, games, research
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Topological Metaphors for Structuring Games (I): Storyspaces
This is a short summary on “Storyspaces and Rulespaces” from the MA in ePedagogy Design I’m currently working on. Wey-Han Tan (April 2008) StorySpaces Stories give in-game experiences context and contingency. There are abstract games like “Tetris” or “Add’em up“, … Continue reading →
Topological Metaphors for Structuring Games (II): Rulespaces
This is a short summary on “Storyspaces and Rulespaces” from the MA in ePedagogy Design I’m currently working on. Wey-Han Tan (April 2008) Rulespaces Rules define the boundaries of the player’s actions and give them direction and jurisdiction. As shown … Continue reading →
Creating cognitive tension – and then what?
I stumbled upon this entry in the great BoingBoing-blog, an excerpt from a longer Smithonian article: Steve Martin explaining a special method of eliciting laughter from the audience, in comparision to the usual comedian’s technique of creating tension and releasing … Continue reading →
Posted in education, games, metagames, narratives
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Tagged expectation, metagames, tension
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Three learning theories mini games
For my seminar “Games, Play and Education” I’ve scraped together (via skinning, modding, recontextualisation) three minigames. These should serve as an intro to the three learning paradigms of Behaviourism, Cognitivism and Constructivism and their possible realisation in games via their … Continue reading →
Posted in education, gamedesign, games, metagames
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Tagged behaviourism, cognitivism, constructivism, game, gamedesign, learning theories, rule dimension, rulespace
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Gaming: A cheat mode for reality
I’ve noticed that rubberbanding (aka levelled gameplay or dynamic game balancing) is a good metaphor to describe what Lev Vygotsky, a russian educational scientist, described as keeping a learner in the ‘zone of proximal development‘. This means that the environment … Continue reading →
Posted in education, games, media, metagames
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Tagged cheat, gamedesign, metagame, rubberbanding, zone of proximal development
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