High-Technically Correct by John M. Quick


Tuesday, October 14, 2008

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Crossroads Village Named "Most Meaningful Game" At 2008 Meaningful Play Conference

It was a delightful surprise to find that Crossroads Village, a project for which I was the design team manager last Spring, was named the "most meaningful game" at the 2008 Meaningful Play conference. This is the second time that the game has been officially recognized (the first came at the 2008 DMAT Showcase). It is an honor to receive the award and I congratulate my other team members. I hope to see a new version released soon and that Crossroads Village moves forward to impact users thoughts and actions regarding world hunger.

The latest information on Crossroads Village can be found at: http://www.gel.msu.edu/crossroadsvillage

Meaningful Play 2008 Complete Notes

I came out of Meaningful Play with over twenty pages of notes. Considering how cumbersome and irrelevant it would be for me to read through someone else's conference scribblings, I have decided to just point out a few of the major ideas or interesting insights from each of the presentations that I attended.

Note: I have audio recordings for five of the conference presentations.  Contact me if you are interested in acquiring them.

RICHARD HILLEMAN - THE GAME DESIGNER AS CHANGE AGENT

Gave an overview of the history of Electronic Arts

Nelson Mandela

  • recited an interesting story about how the game of rugby helped unite opposing sides in South Africa

Responsibilities of the game designer

  • have a message
  • continually improve

One billion worldwide installations of Flash as of 9/08

It's important to have a value proposition when creating a game

  • work backwards from a sellable product, rather than starting with the meaning

Influence of games

  • they are already affecting people like other media (movies, books, etc.) but have not been around long enough to develop

Video game education programs are not producing enough students to meet the market demand

The number one concern at EA is that a producer likes, listens to, and influences people.

FELAN PARKER - JEEP TAG - EMERGENT GAMEPLAY PAPER

Jeep Tag

  • a game that is played within Halo 3
  • players agree to play by set of rules that are not enforced within the actual game system

"Expansive gameplay"

  • expanding the play and/or rules of the game
  • examples: GTA4 and other "sandbox" games; playing by a "moral code" in Elder Scrolls Morrowind/Oblivion

Implied rules

  • create opportunities for expansive play, because they allow users to alter their game experiences
  • more implied rules = more opportunity for expansion

Emergent play is a natural part of the relationship between digital games and players

DAVID VERSAW - TURNING GAMERS TO SOLDIERS: WAR GAMES IN THE MODERN MILITARY

WILL Interactive

  • began in 1994
  • highest awarded serious game company in the U.S.
  • current clients: US Army, US Navy, National Football League (NFL), Verizon, Dept. of Health and Human Services
  • projects range from $400,000 to $1,500,000
  • 1/10th the cost of 3D animated versions of the same product

Interactive video

  • goal is to change attitudes and behaviors
  • users are immersed in realistic situations; video stops periodically and users are asked to make difficult decisions, which alter the storyline
  • example: Gator Six (US Army) was based on research conducted on returning soldiers. It deals with families, death, and meeting objectives.
  • example: The NFL is targeting player conduct in situations like partying and encountering fans.
  • example: One simulation was created for high schools to educate about race, sexuality, and gender discrimination.
  • example: Dept. of Health and Human Services is using to address fact checking/reporting and research ethics.

"Morphing" video

  • instead of pausing like the interactive videos, everything occurs in real time
  • if the user does not respond, the story proceeds as if no response had been issued in reality

Benefits over non-interactive film

  • changes are dynamic over time/decisions (you "choose your own adventure")
  • users get personally involved (a movie is someone else's story, not your own)

JARED RILEY - THE EMERGING FLASH GAME INDUSTRY AND THE OPPORTUNITIES FOR MEANINGFUL PLAY

Why is the industry growing?

  • gamers are getting older --> less time to play
  • social factors: "hardcore" vs. "casual"
  • logical continuation of a culture that consumes information in small, fast pieces
  • changing perceptions of Flash
  • internet access and international presence is growing
  • corporate advertising needs and the migration from other forms of media

Meaningful games

  • if fun, sponsorship/funding/distrubution are possible

Typical development cycle

  • idea > sponsor request, approval, funds > design document > contractors > development/production > final approval > release day > post-release licensing

PANEL - SUITABLE FOR ALL AGES: GAME DESIGN FOR THE 60+ DEMOGRAPHIC

General Preferences

  • linear media (TV, radio)
  • information instead of entertainment
  • utility
  • intuitive input devices

Technological acceptance is key

  • ease of use and prior experience relate to higher perceived usefulness
  • perceived usefulness explained the entire variance in one study

Conclusions

  • seniors desire functionality over entertainment
  • research is difficult because participants tend only to be healthy/active (hard to target other groups)

MONICA EVANS - MAKING AN IMPACT: SERIOUS ISSUES IN NON-SERIOUS GAMES

Serious games are a genre, not a standard

  • short
  • ubiquitous
  • simpler looking
  • certain content types
  • discussed examples of serous non-serious games (i.e. Ratchet and Clank)

What serious games can teach non-serious games

  • less can be more
  • it's okay to have a message
  • technology isn't everything
  • players do think
  • trust the audience

Conclusion

  • having a message or making a statement is more important than quantifying impact

PANEL - PLAYING WITH PUBLIC POLICY: GAMES TO INVOLVE AND INFORM THE PUBLIC

Public policy: government decision-making that impacts people's lives (i.e. energy, land use, military)

Ways in which games can affect the public

  • inform
  • engage
  • influence

discussed numerous issues, such as bias, transparency, current and past game projects (see recording for details)

NICK FORTUGNO - THE PLAY OF PERSUASION: WHY "SERIOUS" ISN'T THE OPPOSITE OF FUN

Discussed whether games have/need to be fun

How have other media addressed the fun/serious issue?

  • Uncle Tom's Cabin
  • Telenovellas

Discussed a number of current serious games

Conclusions

  • there has not yet been an "Uncle Tom's Cabin" in the gaming world
  • there is a tradition of political art following pop culture (in other words, embed your message into gameplay that already works)
  • focus on what players do, what attracts them
  • games push behavior, which can lead to a message

SCOTT TRAYLOR - CREATING CROSSOVER LEARNING PRODUCTS

360KID [www.360KID.com] - children's content/technology company

  • focus on fun, learning, and research
  • any technologies that are capable of learning (not just games)

Discussed and demonstrated games from the company (crime scene investigation, tomb exploration, pokemon science lessons)

Approach

  • first define games, play, learning, fun, and user for the project team
  • balance the disciplines of content, pedagogy, and game design
  • look for residual learning opportunities

JAMES PORTNOW - BRINGING TANGENTIAL LEARNING TO GAMES

Should games persuade?

  • first mass interactive media
  • decision potential makes dangerous propaganda and self-discovery possible
  • educate people on how they make choices
  • bias: recommends having someone with philosophical differences on every design team

Greatest danger is traditional entertainment that contains arbitrary or incidental encoding

  • example: Dead or Alive beach volleyball series of games

Tangential Learning

  • engagement is the most important factor in education
  • divide between edutainment and games industry (but there shouldn't be!)
  • expose people to learning rather than teach them
  • implementation: make learning easy to recognize and easy to find out more about (i.e. wikipedia)

TRACY FULLERTON - THE GREAT WHITE WHALE OF MEANINGFUL PLAY

Where does transformative play come from - players or designers?

  • discussed game examples

Night Journey

  • players explore environment, only able to move, look, and reflect
  • reflection causes "visions" to appear as player gives up control of game
  • perspective and time are transformed as the game continues
  • release expected in Q1 2009 - this looks exciting; a certain "artgame" if I've ever seen one!

Monday, October 13, 2008

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Meaningful Play Conference 2008 - Brief Highlights

INTRODUCTION

The Meaningful Play Conference took place at Michigan State University between October 9 and 11, 2008. The three day event featured a wealth of presenters, panels, papers, and posters. Attendees came from a diverse range of disciplines, including K-12 education, academics, entertainment, and private industry. The broad purpose of Meaningful Play 2008 was to investigate the potential of the digital gaming medium to be used for "serious" agendas, such as education, social awareness/change, and artistic expression.

Rather than merely posting my notes from each of the sessions (see my other post for those), I have decided to discuss just a few items that intrigued me during the conference.

DAVID VERSAW - TURNING GAMERS TO SOLDIERS: WAR GAMES IN THE MODERN MILITARY

Ironically enough, perhaps the most striking presentation for me during the three days did not involve gaming. David Versaw introduced the form of interactive video that his company, WILL Interactive [www.willinteractive.com], creates for high profile clients, such as the US Army, US Navy, and National Football League (NFL). Each interactive video program revolves around challenging the user to make deeply complex and difficult decisions. For example, the US Army employs interactive video to prepare soldiers to both make wise choices and deal with the unexpected outcomes that are a natural part of service. The NFL uses them to train its players on the ethics and effects of their off the field decisions, while high schools have used WILL's creations to educate students on gender, race, and sexuality discrimination.

What really struck me about WILL Interactive's productions were how emotionally and psychologically gripping they were. As someone who was not at all a stakeholder in the training (i.e. not a soldier; not an NFL superstar/owner), I had no reason to be affected by the samples shown during the presentation. However, in the few, short clips demonstrated, I found myself utterly absorbed in the narrative. I followed the stories intently and was wondering what my next decision would be. At the end of each clip, I was offered a selection of five possible paths to take... all of which were viable and none of which stuck out as the "correct" answer. What is further amazing about this process is that, as with "real life," there was no single "right" or "wrong" answer and my decision would alter some later outcome in the story.

Having gone through agonizing training systems in the past, including mind-numbing day-long seminars, mind-numbing computer based slide click-throughs, and mind-numbing 300 page binders of procedural documentation, I believe that interactive videos such as these are a well-received godsend to the world of professional development. Yet, it is not merely the novelty or comparison to alternatives that makes interactive video special, it is the sheer power with which it can engage users for the purpose of informing, evaluating, and changing fundamental attitudes. I believe that these interactive videos provide an example of the kind of user engagement that is desirable in alternative media forms, including games.

JARED RILEY - THE EMERGING FLASH GAME INDUSTRY AND THE OPPORTUNITIES FOR MEANINGFUL PLAY

Jared Riley, founder of Hero Interactive, gave a particularly eye-opening discussion on the current state of the Flash game industry. What I learned from this presentation is that the creation of Flash games, which I had always viewed as merely a side-stage hobbyist activity, can potentially be a (seemingly) lucrative full-time profession. Riley walked us through the erratic and rapidly changing business side of online Flash game development. When I look at the vast majority of free games contained on Flash portal sites, I am largely unimpressed. There are usually a top five or so that are rather impressive examples of what a Flash game can be, but beyond those, I think "I (could) do much better than that." What amazed me so much about this presentation, as a hobby Flash game maker myself, is that there is any monetary potential at all for content creators. I cannot speak to the upstart business potential in the industry, but as a hobbyist, any potential earnings from my creations are only an opportunity to fund something that I love to do anyway. I liken it to an amateur photographer submitting photos to a contest in order to finance new equipment purchases or an amateur writer publishing short fiction on the side. Any (literally, any) amount of funding that can be received as part of a hobby is just icing on the cake. If the money is not there, it is no loss, as the hobbyist would have been creating anyway out of his or her own personal enjoyment. Monetary potential in the Flash games industry is a rare, win-win, situation from the solo developer point of view.

LEIGH ANN CAPPELLO - ALL PLAY IS MEANINGFUL

One particularly fun portion of the conference was a speech by Leigh Ann Capello, titled All Play Is Meaningful. Thanks to her association with the Hasbro toy company, we were all provided with an extensive amount of Play-Doh. From the beginning of her speech, she encouraged us all to begin playing and being creative. Staying within the video game theme, I created a Play-Doh sculpture of the character Luigi from the Super Mario Brothers series of games (see image below).

PANEL - PLAYING WITH PUBLIC POLICY: GAMES TO INVOLVE AND INFORM THE PUBLIC

The discussion, which addressed how games can affect the public by informing, engaging, and influencing minds, was riveting and intriguing. Nick Fortugno, of Crazy Monkey Games [www.crazymonkeygames.com], advocated creating games with a specific agenda in mind, rather than trying to avoid bias in search of potentially unrealizable, pure objectivity. In contrast, Ian Bogost of Persuasive Games [www. persuasivegames.com], spoke of a journalistic ideal that attempts to remain documentary and objective as a responsibility of the profession, while still recognizing the inevitability of personal bias. I found both approaches to be compelling and neither to be a definitive solution. Thus, I do feel that "approaches" is apt terminology in this case. It essentially implies two different ways of solving the same challenge. I sympathize with the take of Fortugno, though I feel that I am less likely to be in a situation to use such a strong tactic. I have a particular distaste for propaganda, even in cases where it can be considered "good" propaganda. Hence, I lean more towards the ideal that serious games can be made to genuinely inform minds, regardless of the designer's personal agendas. Alas, unintentional and unrecognizable bias infiltrate all creations just by the mere fact that they created by humans. All in all, I value both perspectives and certainly do not see this topic as lacking in potential for further action and deliberation.

NICK FORTUGNO - THE PLAY OF PERSUASION: WHY "SERIOUS" ISN'T THE OPPOSITE OF FUN

Yet again, Nick Fortugno spurred interesting discussion by tackling what has surely been a fundamental question of serious games. That is, "do games have to be fun?" This is one of those endless debate topics, but I would like to attempt to put it to an end here and now (at least in my mind).

QUESTION: Do games have to be fun?

SHORT ANSWER: No.

LONGER ANSWER: No. You are absolutely free to create any video game that your heart desires. If it is an unsatisfying experience for users, it is not likely that many people will play it, nor will the message resonate with them, hence decreasing the likelihood that it will be effective.

QUESTION: Do games need to be fun?

SHORT ANSWER: Yes.

LONGER ANSWER: First, lets say "engaging" instead of fun, if only for the sake of explicitly stating that fun does not necessarily mean a "haha," frivolous waste of time (and irking Mr. Fortugno if he ever comes across this). Games do indeed need to be engaging, for it is through high interest and involvement that the greatest learning potential is achieved. The best playing serious games will be the best teaching serious games.

There you have it - I have officially solved the "fun" debate. There is no longer a need to discuss it further until someone creates a wildly effective, unengaging game.

CONCLUSION

I have highlighted just a few interesting topics that arose during my three days of Meaningful Play. There was far more to the conference than I could explain in any number of blog posts. I thoroughly enjoyed attending and feel much closer to the games and serious games industries, as well as the academic sides of gaming that extend beyond MSU. It is promising to see so many diverse individuals getting involved in gaming on a meaningful level. I will be posting my complete notes in a separate blog post, so stay tuned.

On a final note, I was surprised to find that Crossroads Village, a project for which I was the design team manager last Spring, was named the "most meaningful game" at the Meaningful Play conference. It is an honor and I congratulate my other team members. I hope to see a new version released soon and would like to see the game move forward to impact users thoughts and actions regarding world hunger.

UPDATE: My 50th official post on this blog - weeeeee!