CEDAR FALLS — The teeth of a John Deere combine poke out into a dark theater.
Students raise their arms and try to touch the behemoth as it floats what seems like inches from their faces. But their efforts are futile. Their hands can’t grasp the 3-D image on the screen in front of them. But their imaginations can.
It is an honest question: how smart are your users? The answer may surprise you: it doesn’t matter. They can be geniuses or morons, but if you don’t engage their intelligence, you can’t depend on their brain power.
Far more important than their IQ (which is a questionable measure in any case) is their Effective Intelligence: the fraction of their intelligence they can (or are motivated to) apply to a task.
Take, for example, a good driver. They are a worse driver when texting or when drunk. (We don’t want to think about the drunk driver who is texting.) An extreme example you say? Perhaps, but only by degree. A person who wins a game of Scrabble one evening may be late for work because they forgot to set their alarm clock. How could the same person make such a dumb mistake? Call it concentration, or focus, we use more of our brain when engaged and need support when we are distracted.
Sony is talking crazy, indicating that games may be able to tell if you’re lying or depressed just ten years down the road. We’ll stick with growing crops, thanks.
Seriously, when do games stop being games and cross over into virtual reality? This was the question I asked Nvidia months ago at ECGC 2011, and was told there will always be a market for the high-end PC gamer with the rig nearly the size of a bookcase. But putting visual realism aside, what will happen when games suddenly stop acting like games, and become more like a self-aware super AI that could possibly one day sing you happy birthday or annihilate the human race?
Imagine you could drive your car using only your thoughts. German researchers have just made that possible – and they have the video to prove it. Following his recent interview on the Robots Podcast about autonomous vehicles, Raul Rojas, an AI professor at the Freie Universitat Berlin, and his team have demonstrated how a driver can use a brain interface to steer a vehicle.
Technology can transform education by simplifying access to great material, providing new approaches to learning, and offering a framework for assessing student progress and teacher effectiveness. A recent book looks at how technology is being used today and the barriers to change in the future.
Liberating Learning by Terry Moe and John Chubb is an important book that focuses on how technology will change K-12 education in the United States.
It looks at current efforts to use technology for online learning and to measure achievement. Although it acknowledges that there is a need for a lot of improvement, it sees great possibilities.
Students at Quest to Learn in New York City huddle around a computer to work on a podcast. At the school, students can design and create podcasts and video games as part of the curriculum.
A novel public school in New York City has taken the video game as its model for how to teach. Students use video games and design them as part of their classes. As Quest to Learn is wrapping up its first year, those behind the program say game-based learning is integral to 21st century literacy.
Matthew Sharritt, President of Situated Research, has an article titled “Designing Game Affordances to Promote Learning and Engagement” appearing in a special issue of the Cognitive Technology Journal. The issue, focusing on “Games for Good”, contains our article (starting on p. 43).
Sid Meier is known as the mastermind behind some of the most respected and influential video games of all time, such as Civilization, Railroad Tycoon and Pirates.
But in his pursuit of conveying a realistic experience for players, he says his logical mind wasn’t taking into account enough what was going on in players’ heads.
“Gameplay is a psychological experience,” Meier acknowledged during his GDC keynote. Today he is director of creative development at Firaxis Games. “By acknowledging that gameplay is actually a psychological experience we … can end up with a better game.”
Meier outlined specific psychological elements that occur in players’ minds, such as “The Winner Paradox.” Game designers are supposed to give gamers a challenge, but the gamer at the same time expects to win. “In the real world you don’t always win, however in the world of games, you always win” in some capacity, Meier said.
Serious games occupy the training-based category of game development products. Serious games are utilitarian and goal-oriented, offering the user protocol-driven functional engagement, acknowledgment of task achievements, and almost zero entertainment value or fluff (outside of the necessary local and peripheral “traffic” caused by natural interaction with other life and environmental elements – human, animal, plant, mechanical, and weather). Serious games subject matter is typically taught to employees-in-training, re-assigned employees, or emergency preparedness / non-profit volunteers within any line of work, from leadership to trench-level roles. That learned material is, then, put to use in real world employment or deployment scenarios, from how to properly drain and dispose of vegetable oil from a fish-and-chips fryer to how to properly disassemble, diagnose, and repair the turbines on a military helicopter.