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Game Design

kitty avatar
kitty
16 diapositives · 329 Views · Aug 08, 2014

This book delves into the intricate relationship between game design, human cognition, and learning. It examines why we create games, how our brains function as pattern-matching machines, and why balanced difficulty is crucial for engagement. Each chapter sheds light on the powerful educational tools that games represent, illustrating how they teach spatial awareness, exploration, language, and more. With a focus on innovation and responsibility in game development, this work inspires readers to harness the potential of games to enrich lives and careers.

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  1. Game Design Thoughtsand new concepts

  2. Chapterone: whywritethis book? • Kidsalso move onfromcertain game as they age (Tictac toe) • Games that are too hard kindofbore me, and games that are too easyalsokindofbore me.

  3. Chaptertwo: howthebrainworks • People are amazingpattern-matchingmachines. • Classification • A-curse

  4. Chaptertwo: howthebrainworks • The brainishardwired for facial recognition, just as it ishardwired for language, because faces are incrediblyimportanttohowhumansocietyworks. • Facial recognition • Borderdetectors • Language: reallybuilt-in? • We’renotreally “concious” • WYSIWYG • Brain in a vat • Assumptions • World model

  5. Chaptertwo: howthebrainworks • The brainisgoodatcutting out theirrelevant • Attention system • Soundandwhite-noiseignoring • Brainnotices a lot more thanwethink it does • Blind insight • Chunking • Carpattern/actions

  6. Chapterthree: what games are • Games are puzzles • Really? Notless? Not more? • Games serve as very fundamental andpowerfullearning tools. • Playing? • Funisaboutourbrainsfellinggood – endorphins • Butyou’llonly play it untilyoumasterthepattern. Boredomistheopposite. • Funisanotherword for learning

  7. Chapter four: what games teachus • The youngofallspecies play. • Whatis play? What does it mean? • If games are essentiallymodelsof reality, thenthethingsthat games teachus must reflecton reality. • Formal rule sets -> “no fair” whensomeoneviolatesthem. • Games > play > learning: space, logic, andmuch more

  8. Chapter four: what games teachus • Some games teachspatialrelationships

  9. Chapter four: what games teachus • Some games teachyouto explore

  10. Chapter four: what games teachus • Some games teachyouhowtoaimprecisely

  11. Chapter four: what games teachus • World experiencing

  12. Chapter four: what games teachus • Languagecapabilities

  13. Chapter four: what games teachus • Artificial Creatures • Darwinian, Skinnerian, Popperian, Gregorian

  14. Gamux Internals Valve

  15. Welcometogamux (nothing new) • Flatland • Talentedpeoplewithinnovationand self-motivation • We do haveadministration, but no onemanagesyou • And, it’s a lotofresponsability! Ofcourse. • Whatto do? • Whypickmyownprojects? Askyourselfhowtobetter help your professional careerandallinstitution • Whatis happening? Asksomebody. Network! • Goals? Yes, justtalkwithseniors. Get in, also. • But, seniorsmay force me anyway? No.

  16. Welcometogamux (nothing new) • Whatto do? • Whataboutfails? Talk withteam as a team. • How does Gamux decide whatto do? Yousayto me. • Can I decide somethingimportant? Sure.