The GiveALink link-sharing site has posted two games thaty are actually research studies.

The first game is GiveALink Slider which the site says “is an interesting online tagging game in which you must annotate webpages with related tags and choose new webpages. You can accumulate points and win badges by accomplishing tasks and building links with other players.” They are giving iPods to the winners. It’s actually a study called “Social Annotations through Game Play” conducted by the Networks and Agents Network in the Center for Complex Networks and Systems Research of the Indiana University School of Informatics
Here’s the description of the second game:

Great Minds Think Alike is a word association game that lets users build semantic concept networks and explore similarity relations.

Players form a chain of semantically related words, which comes from the GiveALink knowledge base. Users can browse through nine different social media, e.g. Flickr and Youtube, and earn points.

Words are geo-tagged, which helps to analyze the geographical distribution of terms. Players can also connect with other players via Facebook as suggested by the game.

Data from the game is collected by GiveALink.org to make the game more fun, support other social tagging applications, and for study purposes.

No, I don’t actually understand how either game works, and I haven’t signed up for them because the first one is a study that I don’t want to commit to and the second requires an iPhone. But, the GiveALink service is interesting. It’s an open bookmark-sharing service that also feeds a research program. [Hat tip to Julianne Chatelain.]

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Foursquare’s general manager, Evan Cohen, is giving a talk at the ILM conference I just spoke at.

He says there have been 381,000,000 check-ins so far. In every single country. The last country to check in was North Korea. The biggest single event was the Rally to Restore Sanity. “The most basic user experience is simply when friends check-in to their current location to find their friends.” “We help engineer serendipity” in which you discover a friend is nearby.

Their value proposition: Discovery, encouragement, and loyalty.

Discovery: They want to push people out into the real world. They’ve just launched an “explore” tag, a recommendation engine. It uses info about what your friends like to do, what people like you like to do, what people are saying in the “tips” review feature, etc. “We want to be like that best friend who knows every cool bar in Chicago, or every restaurant…”

Encouragement: Use gaming mechanics to get people to do what they wouldn’t have done otherwise. The mayor races have become really competitive. If someone loses it, they’ll go back to the place over and over. Their badges also encourage people to go out. E.g., go out to the gym a few times a week and you’ll get the gym rat badge. They have also improved their leader board. The Ambassador program enables users to bring merchants onto Foursquare.

Loyalty: They encourage merchants to offer rewards of various types. They’ve relaunched this part of the platform: easier for merchants, for users, and new “specials” types. They’re now offering “flash specials” to drive traffic when the place is under-utilized. Not all specials are discounts. “It’s an experience.” They also have a “friends special” that only works if you show up with some number of friends. Over 250,000 venues have verified on the merchant platform. Merchants have done creative things with Foursquare. Even when Starbucks offered a mere $1 off a frappucino to the local mayors, checkins jumped by 50%. “It’s about the experience and recognition as much as anything.”

They have a full and easy API, modeled on Twitter’s.

[I find Foursquare fascinating. To the users it’s a game. To the merchants, it’s a form of marketing. And as a blending of the virtual, the real, gaming, and marketing, it’s amazing.]

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As a diploma project, David Arenou has prototyped an augment reality game that turns your living room into a scene in a first person shooter. Here’s his description:

Before beginning, the user has to set action markers and hiding places with personal furniture. It can be a chair, an armchair, an overturned coffee table: whatever wanted. After calibration, the player sits behind one of his hideouts and the game can start. The position of the body will have a direct impact on the avatar that it embodies.

When the player hides, he becomes invisible for his virtual enemies. When he uncovers himself, he can attack but becomes vulnerable to enemy bullets. Following a shooting phase, the game forces the player to change hiding place or to touch one of the markers, in order to get to a new sequence…

On his site you can see a video of the actual prototype in which he places the computer-readable markers, and crouches behind his furniture in between firing off shots at his television. Here’s his concept video:

The future of gaming, the innocent-sounding origins of the apocalypse, or both?

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You don’t have to fully understand these two brief videos from 15 years ago (I don’t) explaining solutions to tech problems building a 3D game (3D as in Quake, not as in putting on the funny glasses) to be reminded how hard it can be to do things that seem simple, and how damned clever our tech is.

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As Gianluca Baccanico (who pointed me to this) says: What do you get when you mashup Google Maps, GPS, and PacMan?

From the SourceForge page on the project:

PacMap as a location based game for Android devices. To play the game you need a GPS signal and a working internet connection. There also have to be some streets nearby. Your goal is to eat all the dots. For each dot you will get a point. But beware!

What next: Google Theft Auto?

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Let the games begin.

(Wonderwheels are a new browsing option available when doing a Google search. When you do a search, click on “Show Options” and then on “Wonderwheel.”)

[Tags: google wonderwheels kevin_bacon games ]

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I really like the fact that when Left 4 Dead (the great cooperative zombie killing game) introduced a new type of gameplay, one of the developers explained the math behind the balancing of the waves of incoming undead.

[Tags: games left_4_dead zombies transparency blogging expertise ]

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Last night I watched two things on TV.

First, I caught up with some of The Onion’s news clips. One was a report about a video game — “Close Range — that consists of nothing but shooting people in the face. Although the “news” item wasn’t The Onion at its hilarious best, it was at least brief.

Then we watched Oliver Stone’s “W.”

When will I learn? Stone continues to be the worst major director of his generation. Perhaps we can quantify this by saying that he’s the worst Academy Award-winning director in my lifetime. That’s not to say that everything about every movie he makes is awful. But it doesn’t matter, for all of those good moments put together are washed away by the mighty river of awfulness that goes by the name of “Alexander” [My review and followup]. So, yes, “W” has some ok moments. Well, actually it doesn’t. It has a good vocal impersonation of Bush, and the humorous revelation that Richard Dreyfuss actually sort of looks like Cheney. But otherwise it’s made out of 100% cliche and cardboard. It also has two more of Stone’s signature qualities: It goes on too long (it should have stopped when Bush wins the presidency) and it uses embarrassingly failed tropes that Stone thinks are arty. (In “W,” he cuts to Bush alone in a baseball field, as if in a dream. Or something.)

My conclusion: The four minutes parody news report from The Onion, of average quality, is far superior to all of Oliver Stone’s work put together. Especially if you were to put all that Stonage together and actually watch it.

PS: The Onion lets you play “Close Range” for free.

[Tags: movies tv the_onion oliver_stone reviews fps games ]

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Did I ever mention Tic Tac Two? It’s a version of Tic Tac Toe I invented about ten years ago (which probably means 15 years ago), that has only two twists on the original. First, you have to have two counters in a square to own it. Second, once per game each player can deploy two counters in a single turn. I suppose there’s a variant in which you can deploy the two in separate boxes.

Anyway, Tic Tac Two is more fun than Tic Tac Toe, although so is counting.

(Way back when, I wrote a program to let a computer play against a human. The only interesting thing about it — and I was very proud of this — was that the computer automatically played 10,000 random games with itself to determine what the winning moves are in every situation. Purely for flash, when it was going through this data-building exercise, I had it display its moves, so that it looked like that scene from WarGames, except in this version, Global Thermonuclear War looked a lot like Tic Tac Toe.)

[Tags: games tictactoe tic_tac_toe ]

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Chris Dede is giving a Berkman lunchtime talk on using the new immersive environments. [Note: I’m live-blogging, which means IO’m not checking for errors, and that I’m missing stuff, getting things wrong, paraphrasing, etc.]

Why immersion? “Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.” Immersion can help learning by providing multiple perspectives, situated learning, and shifts in identity. Chris is interested in how we can make meaning out of complexity, using immersive interfaces in middle schools.

He sketches three types of immersive interfaces:

1. Augmented reality. You’re in the real world — you’re not an avatar — with a device that lets you overlay the real with the virtual. Entertainment and education can be anywhere. He shows a bit of his middle school math curriculum called “Alien Contact,” which uses mobile phones. Aliens have landed outside the school. The students explore the area (the real physical area), interviewing virtual characters and using mathematical and literacy skills. Students see different pieces of evidence based on their roles (FBI agent, linguist, computer expert, chemist), and have to collaborate to see the entire picture.

2. Alice-in-Wonderland, like SecondLife. Chris’ project has its own MUVE (multi-user virtual environment). This is partial immersion because you’re sitting in front of a monitor. He shows a clip about RiverCity. It’s a 3D simulation of a 1880 town battling infectious diseases. The students have to figure out what’s going on, learning the scientific method.

Situated learning — e.g., a medical internship — i s another example. You learn by doing and by watching people who know what they’re doing. Chris is using a virtuated environment to created a distributed-learning community.

3. Full immersion. Head-mounted displays. E.g., NewtonWorld, where you can see how balls interact, varying mass, velocity, etc. Similarly for MaxwellWorld.

He opens up the discussion.

Q: Would this work with university students? More sophisticated students?
A: A virtual ecosystem can be easy enough for a middle school student, but you can also imagine one complex enough for a university or graduate student.
Q: Complex environments are hard to create.
A: The good news is that the tools are being created by the entertainment industry. We then re-fit them our purposes. E.g., the authoring shell for the game Oblivion is very powerful. Within 5 years we’ll probably be able to build mixtures of emergent behaviors and scripted behaviors that are really compelling.

Q: Why did you make RiverCity historically situated. Doesn’t that make less obviously relevant to the kids.
A: We needed our kids to be experts. Even the least sophisticated kid today knows more about medicine than the most sophisticated person in the 1800s. [I love this idea.] Also, I wanted to show you could teach multiple things at the same time: science, history, English…

Q: [jz] Harvard Libraries have an outpost in SecondLife but not in Wikipedia. There seems to be something about participating in virtual places. Do you think of Wikipedia as an immersive environment? What would it mean to make it so? And would it improve it?
A: Wikipedia doesn’t work for sensory immersion, actional immersion (being able to fly, e.g.), but it might for symbolic immersion (what you get late at night if you’re reading a horror novel), depending on what you’re reading about or co-creating. A better example might be a Harry Potter fan fiction site. You can imagine putting the Wikipedia for HP inside a virtual HP world — your HP avatar could write an entry in the inner Wikipedia. And would it be better? Lectures are generally better in the real world. But it’d take a lot of discussion to answer your question fully….

Q: Some manuscripts can only be experience in a group via a virtual environment.
A: Yes. You could set up a virtual museum exhibit that brings together works, and that might let you explore the artist’s world. Or, for Van Gogh, what the world looked like a schizophrenic.

Q: How can you keep up with the commercial environments so that the educational ones don’t look old fashioned?
A: It depends on what factors matter. In terms of fidelity, many studies show that you need high fidelity in the parts where the experience requires it — e.g., teaching how to read X-rays — but you can have low fidelity for the parts not directly related to what you’re teaching. If it’s engaging, users don’t care about the low fidelity. None of the 15,000 students who have used RiverCity have complained that it’s too cartoon like, even though it’s not even remotely as photo realistic as the games they play.

Q: Metrics?
A: All of these projects measure gains carefully. They’re research projects. Typically the research shows that if it’s well designed, you get gains in learning…which is what research shows for just about educational technique.

Q: [me] First, I love the idea that in RiverCity, students are treated as experts. How much of this would you do in a day? How much of this is the film strip break in the day?
A: It varies developmentally. For young children, I’d do very little. You learn over and under by crawling, not by having your avatar do it. As they get older, maybe 15-20% of the day? It depends on the topic, the age of the students, etc…For my courses, I’d use the virtual environment at the beginning to let them see the scope of the landscape. In the middle, they’d do a formative experience inside the virtual environment: Here’s what I understand so far. At the end, you’d do a summative experience.

Q: [ethanz] Have people done side by side studies of these environments and other creative interventions, including teachers putting in an enormous of creativity into changing a lesson plan. Your examples tell us about engaged teachers more than about virtual environments, perhaps.
A: It’s a question very relevant to policy. One of the considerations: RiverCity’s cost for 30 kids is about the same as for 3,000 kids. But even the most skilled teacher could give students the sense of going back in time. Where the world is not doing much more than lecturing, you’re right to be skeptical. How are we testing this claim? We have control conditions for RiverCity and Alien Contact. The control conditions are paper-based games. We found a strong difference in engagement. In RC, we found a big difference in learning; in AC we’re breaking even in learing, but it’s a first gen project.

Q: I teach law. You are expected to immerse students into being just, fair and convincing. That’s entirely inter-human. To what extent could this virtual, artificial interface enable the inter-human relation, or perhaps hinder it.
A: Immersive interfaces aren’t equally powerful for all subjects. I don’t know the answer to your question, but one of the thigns we can do in RC is have two people can be in the same room and have different experiences. E.g., you could build a pre-Civil War environment. Two avatars walk down the street together. They see the same things, but one is a slave and one is a slave-holder. That leads to an interesting conversation.

Q: [charlie nesson] Can you establish a transfer of skills from games to real world skills?
A: I’m skeptical about claims of far transfer. The evidence there is weak. I’m quite more convinced about near transfer. So, saying that you’re good at World of Warcraft and thus you’d be good as a lawyer isn’t going to get you too far. It might mean that you can make fast decisions, but WoW aggression probably doesn’t correlate with aggression in the courtroom. The first is a near transfer, and the second is a far transfer.
Q: Has there been a lot of research on this?
A: Not that I’ve found. Closest you get to this is the military that has evidence that military skills transfer to civilian life, and many of those skills are gained by simulation. [Tags: education teaching simulations secondlife chris_dede games learning avatars ]

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