E1n1verse

Image: The Pink Mafia
Credit: Photo by Andrew Becraft (Dunechaser) under an Attribution NonCommercial ShareAlike 2.0 Generic license

If you’re interested in any combination of women and gaming, including some games-based learning, then look no further than the latest issue of The International Journal of Gender, Science and Technlology. It features a special issue on women and games, with articles and reviews. From the special issue’s introduction:

In 2004 video games industry veteran Mark Eyles, then working at the University of Portsmouth, recognised the need for an initiative that would increase the representation of women within the gaming industry. The project Mark instigated – Women in Games (WiG) – began with a series of conferences involving an innovative mixture of people from academia and from industry. The aim of these conferences was to generate and promote initiatives and research that focused on narrowing the gap between men and women working in the games industry.

WiG is now an internationally recognised organisation, still with this mixture of people from academia and from industry. In addition to the annual conferences, WiG members are now also involved in smaller events, online discussions and journals. Now, seven years on, WiG continues to grow and develop and we, in our role as members of the Steering Committee, would like to introduce readers to the special issue section of the GST journal.

The articles included in this special issue reflect the multiple and overlapping aims of the Women in Games initiative. Each of these aims requires the interweaving of academic enquiry with industry engagement and dialogue, which has been an extraordinary strength of the WiG initiative.

by Marian Carr and Helen Kennedy

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Credit: Photograph by Dana Graves under an Attribution-NonCommercial-NoDerivs 2.0 Generic license

Image: Photograph of 1923 “Happy-Land Drawing and Painting” book cover showing two children painting together.

I was recently talking to someone about multiplayer games because she was in the process of developing a game that she initially thought could just as well be done as a single player educational game.  However, the real issue was what multiplayer really meant.  I have previously put forth the idea of Big OER versus little oer.  There is similarly multiplayer and Multiplayer.  Some incredibly popular games are really multiplayer.  In a multiplayer game, multiple people occupy the same space simultaneously, but the environment or the game does not foster cooperation or teamwork.  It may even be the case that what those other players do does not affect you at all directly.  A good example of this is Zynga’s Farmville. In Farmville, you have your farm, you plant your crops, and you buy whatever the nifty thing of the day is.  You can interact with your neighbours or your friends, but it is not required or necessary to progress through all the content of the game.  Another example that came to mind was GuildWars.  It sounds like you should be forming guilds and interacting with other people, but for many people it was initially very much a solo game.  The game even supported solo play by allowing you to hire NPC mercenaries to go on missions with you.

Contrast this with true Multiplayer games where you do significantly better if you cooperate and group with other people or where the entire premise of the game is based around small communities of people.  For example, in World of Warcraft, most of the content is not accessible to solo players.  Solo players can complete independent quests, but good rewards, in the form of better gear, are available from five-, ten-, or twenty-five player instances.  In those scenarios, what you do does affect other people and they are often not afraid to let you know it.  If you fail to play well or appropriately, if you are in a random group of people—called a “pick up group” or PUG—they may kick you out of the group or verbally abuse you or both. Extremely difficult content is hard to play in a pick-up group.  It has been developed for cohesive groups of people, where the people are used to playing together either because they are all in a community together, like a guild, or because they are a regular cohort of players in a raiding group. Each player in a group in one of these larger adventures is important.  Each person has a role to play.  Each person can contribute to deciding how the encounters are going to turn out by their skill or their tactics.

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Credit: Photograph by Keven Law under an Attribution-ShareAlike 2.0 Generic license

Image: Photograph of street near Elephant and Castle on a rainy day in London through rain-streaked window

I’m about halfway through my initial coding of the motivation essays collected last April.  I should have been done this months ago, but I’ve somehow been scared to do it.  I think the big reason behind that is I’m afraid that I’m doing it or will do it incorrectly.  As I am going through and creating codes, I cannot help but feel that I am not always focussing on the motivation issue, which is the primary question. I am generally coding for content or themes I see appearing in the essays.  As an example, an essay may express that the author is more likely to assist someone else if they feel that other person has put some effort and thought into their character.  That is not their motivation for playing, but I have still created a code for it as “assist others”.  When I get to the end and review the list, I will not be able to tell which ones refer to motivation.  Some probably are where a participant has expressed it as a motivation, but other instances, even of the same code, might just be a theme that was raised.

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Credit: Screenshot by dyashman under an Attribution 2.0 Generic license

Image: The blurred boundary between the Stranglethorn Vale, Duskwood, and Deadwind Pass zones in World of Warcraft.

I posted this entry originally early in November, but somehow an entire paragraph disappeared, so I’ve re-posted it with a new date. — Michelle

_arien:
games based learning, i think has potential but learners struggle with transferring the learning & dealing with blurred boundaries #fote10

Eingang:
@_arien I think you’re right that learners have trouble with learning when boundaries blurred like in GBL, because of context. #fote10

_arien:  
@Eingang exactly, our minds still work in boxes and takes practice to cross between formal and informal contexts

Eingang:
@_arien Blurred boundaries & different contexts are particularly problematic for, eg, people w autistic spectrum disorders. #h810 #fote10

Eingang:
@_arien AR can help overcome the context issue/blurred boundaries of learning we were just discussing, because RL there too. #fote10

The above is an extract from a Twitter conversation I had on October 1st during the Future of Technology in Education conference (#fote10) with @_arien.   Arien was attending the conference, watching Ollie Bray’s talk, while I was following the conference on Twitter.  Arien, as it happens, is one of my Open University H810 students.  Ollie Bray (@olliebray), of Learning & Teaching Scotland, was discussing the use of computer games in education.

I think Arien’s hit the nail on the head: it is about context.  One of the reasons game skills don’t transfer to learning well is because learners/players do not see something in a game as being applicable to something academic.  Much learning we do is completely context-based.  Without the context of the “subject”, we do not necessarily think to apply something we have learned or maybe even realize that it is applicable.

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Credit: Open Source Initiative

Image: The Open Source Initiative’s Open Source logo.

One of my jobs at The Open University is chairing TT381, the course on Open Source philosophies and PHP development.  T381 is the fifth of the Web Apps Development (WAD) courses.  I’ve been involved with the presentation and development of the course since its launch.

Although TT381 doesn’t start again until February, I’m forced to remember that the brilliant Keith Evetts has resigned as the Student Café moderator.  I need to make some recommendations for a replacement.  I’m therefore soliciting expressions of interest from former students for the paid position of Café moderator.  In theory, the Café moderator is responsible for overseeing the social forum, which means making the atmosphere fun and inviting.  He or she should also work together with the course team to deal with any issues that are raised in the Café.   Keith Evetts, of course, went far beyond this.  He also actively participated in all of the course forums and ran a series of optional coding exercises where you can never have too many parrots.  He’s set the bar high!

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Doing Qualitative Research: The Book

I was reading Chapter 3 of David Silverberg’s Doing Qualitative Research: A Practical Handbook (Silverman, 2010 p.17-42) in September.  In it he gives three research diaries of Ph.D. students he had, detailing how they went from the start of their research projects, through methodology choice, and then through to data analysis.  While it was quite striking how coherent and “painless” the stories were, the more relevant realization I took away from it was the importance of having a framework around which to direct your research and to make sense of your data.  In two of the cases, the students used conversational analysis, a ethnomethodological approach.

Conversation analysis (commonly abbreviated as CA) is the study of talk in interaction (both verbal and non-verbal in situations of everyday life). CA generally attempts to describe the orderliness, structure and sequential patterns of interaction, whether institutional (in school, a doctor’s surgery, court or elsewhere) or in casual conversation.
Wikipedia (2010a)

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Credit: Remixed by Michelle A. Hoyle from an image of Howard Rheingold by Joi Ito

Image: Howard Rheingold and Elsheindra, Michelle’s World of Warcraft character, together at last.

Howard Rheingold contacted me in September to interview me about World of Warcraft and learning, because he knows I’m researching communities and learning in World of Warcraft.  We were finally able to meet up today for the interview.   He is working on a book about the kinds of skills people need for life online.

His first question was: What kind of collaborative skills have I found to be valuable from World of Warcraft?

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These are some notes I made while at a meeting of Open University people interested in gaming, research, and learning on October 21, 2010.  It was organized by Jo Iacovides (The Institute for Educational Technology) and Marian Petre (Computing).  I received an invitation to attend early last month.

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