Questions for the First Person Learner project

I’ve spent a good part of the day exploring the fascinating Fuchs-Eckermann project (more on this soon) and I know it’s been good because it’s brought up a number of questions that I think are going to be important to address in the First Person Learner (FPL) project.

Some of these can already be found in the project proposal I posted here the other day but it’s good to have all of these in the one place. (By the way, if you have a good answer to any of these questions, your input is most welcome 🙂

What are the possible users of FPS/FPP games in VET learning? (Or rather, training based on developing foundation skills – including language learning)

How can different educational approaches be applied to FPS learning games? – primarily behaviourist, cognitivist and constructivist

Do I want to develop games for gamers or for people who don’t normally play these games?
If it is the latter, how do I ensure that these games are accessible to these people?

What is the end purpose of these games? (Depends on the educational approach being applied to some extent):

  • Reinforcing material covered elsewhere (in class or online)
  • Presenting new content in a fun or engaging way
  • Developing problem solving skills
  • Using scenarios to illustrate concepts/knowledge
  • Presenting information in a more memorable/understandable way

Where is the point where the knowledge/skill require to play the game is secondary and 100% of the player’s attention is on the activity? (Depends on the player?)

Can the games be broken up into 5min (or less) digestible chunks like web/casual games?
A series of puzzles which increase in complexity and have high replayability (and the capability to drop in to the level that you left the game at previously)

How can the space, appearance, sound, movement through and emotion (e.g joy or fear) of the game environment be used to enhance the meaning of the content and experiences?
(Like a big bright space with grassy floor vs a dark narrow trail bordered by lava pits)

What do we lose by making the playing experience fairly directive and linear – rather than having a broad info space that the learner can choose their own path in and focus mostly (or only) on the content that they are interested in. [This may be another project entirely – I probably just want to focus for now on the directed, scaffolding type VET learning]

Is decision making/collaboration still possible in a more directed style FP Learner?

Should this be targetted (initially at least) at learners who are already comfortable with the conventions and controls of FPS gaming?
Who are these people and what are they (generally) studying?
(Can I get CURVE – our research unit – to include some questions about gaming habits in their next student survey?)

What kind of structured tasks or knowledge are appropriate to development into an FPL game?
ESL (consider English of the Dead)? Business and I.T? Spraypainting? AIE? Media? Flex.Ed?

What is the anatomy of an FPS game? How does it differ from 3rd PP and virtual world games and what are the relative advantages?

(How) can FPS games be educational?

What impact might game violence or destruction of objects have on the learning experience?

In what circumstances might game violence or object destruction be appropriate in a learning activity?

Do single player and multiplayer games support different educational approaches?

To what extent does the level of realistic representation of the learners environment affect their engagement with the game? (Uncanny valley + Understanding Comics)

What makes a game enjoyable and what makes a player want to play a game repeatedly?

What kinds of interactions can there be between multiplayer users exploring the same knowledge space?

Can players in a multiplayer environment communicate asynchronously as well as synchronously – leaving notes or tips for those who follow?

How do the limitations of the game building software/environment impact on design decisions?

Does the size of the screen that the game is played on affect the user’s sense of being lost/nauseous if the screen content is overly complex/busy (P.85 Fuchs & Eckermann)

What motivates a player in a game?

What kinds of information/data content and experiences/activities can be used in an FPP/FPS game?:

  • Video
  • 3D models
  • Audio
  • Photographs/Graphic images
  • Text
  • Conversations (with other players or Non Player Characters)
  • ?
  • ??

Now clearly I’d rather be at the point in this exercise where I have answers to a lot of these questions but it still feels like progress.

I think the question about casual games is more important than it looks.

This entry was posted in activities, casual games, education, elearning, first person learner, game design, information, language, missions, research, structure and tagged , , , , , . Bookmark the permalink.

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