Awesome Art/Social Commentary Game Designer

Today I have spent roughly three hours playing with the games and multi-media social commentary gadgets created by Nick Case.Screen Shot 2015-02-19 at 10.57.53 PM

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I think you absolutely must check out the coming out story and the parable of polygons. I spent the most time with the parable simply because I enjoyed the way it made me think. There was also the temptation to pull data from different cities and try out the simulation. Case’s work is strongly influencing my own game design ideas. The slew of little projects share is also a bit of a wake-up call. My production certainly lacks.Screen Shot 2015-02-19 at 10.58.57 PM

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Bavelier Inducing a Broader Concept in my Game Design Schema!

Today I either watched for the first time, or rewatched with a greater awareness of the content, Daphne Bavelier’s TED Talk on action video games and the brain embed below. The researchers at Bavelier Lab have recently described playing first-person action games as a way to affect perception, attention and cognition.I especially appreciated the information on increasing the perceiver’s ability to search through a cluttered scene. Most middle school passing periods meet that criteria. In addition the researchers were able to determine that action games were able to lead to greater benefits in theses areas than other entertainment games.

Another Photoshop Stick Figure Doodle by RurikUntil this round with the video I was focussing on increasing educator empathetic response to bullying based in part on Greitemeyer, Brauer, and Osswald2 as well as experiments like IfYouCan, and other media experiments such as described in this NPR story. The problem with this was developing a literature review that could frame how empathy impacts players. My solution was to research as many studies of games that seek to achieve an impact on player empathy. What has resulted is a frustration with the complexity of empathy and lack of direction. Bavelier’s research helps connecting games more directly to skills and our brains rather than the more difficult to define, though no less exciting, world of psychology.

Getting down to the details, according to what I have read so far action game players can track more objects. They grow to recognize finer distinctions in what they see. What if one of the keys to increasing educator intervention in the marginalizing of LGBTQ youth is to increase, through an action game, educators’ recognition of and ability to track behaviors that contribute to a hostile school climate for marginalized students?  Often I hear educators describe their retreat from the chaos of a rowdy classroom or noisy hall and being unable to track the multitude of students. If an action game can increase educator ability to track more students would they not feel more comfortable in those situations and more capably intervene. Well – you can see where my thoughts went on this.

Now I just need to continue to keep my eyes open for additional approaches rather than the empathy bog I was falling into.

Daphne Bavelier’s TED Talk:

 

1) Green, C Shawn, and Daphne Bavelier. "Effect of action video games on the spatial distribution of visuospatial attention." Journal of experimental psychology: Human perception and performance 32.6 (2006): 1465.

2) Greitemeyer, Tobias, Silvia Osswald, and Markus Brauer. "Playing prosocial video games increases empathy and decreases schadenfreude." Emotion 10.6 (2010): 796.

The Brainwaves Video

The BrainWavesBob Greenberg has been doing a series of videos called The Brainwaves. In this series Mr. Greenberg, a retired educator, asks educators to provide an interview. He does very little to find out what people are going to talk about. His coaching is also minimal. The result is a video where educators really get a chance to talk about their passion. Some of the names of people he has interviewed are huge in education and educational politics. Some…well…I only have two subscribers to my YouTube channel so there are those of us who are not so big. In his interview series, though, we are all equals.

Check out his channel and my recent interview embedded below!

 

Short Notes of a Book: How to Stop Bullying in Classrooms and Schools

Today I spent quite a while catching up on research articles themed around LGBTQ discrimination in education. Since I am taking notes I thought I might as well share some summaries here. Besides, LinkedIn and my Blog make for easy searching compared to the vast vault of my hard drive and Google Apps accounts.

Each of the articles includes a citation at the beginning and my thoughts following in italics.

Cover of the book: How to Stop Bullying in Classrooms and Schools: Use Social Architecture to Prevent, Lessen and End Bullying.Goodstein, Phyllis Kaufman. (2013) How to Stop Bullying in Classrooms and Schools: Use Social Architecture to Prevent, Lessen and End Bullying. New York: Routledge.

In general I dislike the use of bullying as a term to describe the marginalization of a student or group of students. First I will need to ignore this categorization as most articles will use terms, like bullying, that invite excuse making (my major problem with using terms like bullying and victimization. The categorizations of the forms the bullying (read: marginalization) and outcomes in the first half of the article are actually something I would love to build an infographic on. The language would be useful and easily translatable to a variety of audiences and facilitate greater dialogue. It was the second half of the article which I really found interesting.

Goodstein describes the use of social architecture theory and social scaffolding as a method for creating social change. Actually it is more of guide for educators and others. Teachers stand as role models and set up systems for pro-social classroom behaviors. There is also a description for bystanders and upstanders. The section on encouraging bystanders to become upstanders deserves more consideration as those models may apply to the design of a game intending the same outcome. To support teachers and upstanders there are two major components described by Goodstein: incompatibility and intervention. Incompatibility means creating such an environment of kindness, expectations, service learning, projects, and other things so as to make the school climate incompatible with bullying. Intervention focusses on making sure educators and upstanders, parents, and the community, administrators, and policy all take action when marginalization occurs as inaction relates to a lack of condemnation rather that “ignoring something so it goes away.”

I really enjoyed the metaphor of a broken window. If a window is allowed to sit without repair then additional windows will be broken. The same applies to marginalizing behavior. If no one intervenes and there is not a social stigma applied to marginalizing behaviors then what can be expected to occur? Maybe the broken window would be a symbol for a video game…or graffiti on a locker.

 

Queer Coffee: LGBTQ Apartments for Elders Article