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Games as arguments

Games are entertainment, sure.

And entertainment I love, often playing games just for fun.

Nothing’s wrong with this, and games as entertainment are both as important and legitimate as any other form of entertainment, be it movies, cartoons, TV, music or books.

So much for my speech in defense of the fun in games.

Games can certainly be used for many other purposes than pure entertainment. This is hardly a surprise, as no medium is confined in fulfilling a single purpose. Furthermore, even though the different media offer different affordances, we as users of media constantly negotiate the potential scope of application for any one medium.

Games may even make use of a particular interpretation of the good ol’ discipline of rhetoric, namely the procedural rhetoric. The term is coined by “videogame researcher, critic, and designer” Ian Bogost in the book tellingly titled “Persuasive Games” (read the article “The Rhetoric of Video Games” if the book is too much).

Bogost is very interested in the way “games make arguments” and in turn work to “persuade the player”.

Could a game persuade you? To think differently? To vote differently? To change your perspective on the world? To buy another brand of milk?

Bogost argues that games work differently than any other “piece” of communication:

Video games do not simply distract or entertain with empty, meaningless content. Rather, video games can make claims about the world. But when they do so, they do it not with oral speech, nor in writing, nor even with images. Rather, video games make argument with processes. Procedural rhetoric is the practice of effective persuasion and expression using processes.

The McDonald's Video Game

As an example Bogost refer to the recommendable and thoughtprovoking “Mc Donald’s Video Game” by ever-controversial Molleindustria. At first glance many people would probably disdain this as an “interactive commercial” trying to make us buy more lousy burgers.

This is not the case. Instead the game makes you play out a scathing criticism of McDonalds; the way they exhaust agriculture, artificially fatten cattle, and perform extensive corruption to silence opposition. By actually forcing us to take part in the processes (claimed by the game to be) behind the success of McDonalds, it soon becomes clear, that the game is actually criticizing everything about this corporation.

Such is the procedural rhetoric, and very convincing it is. These games are actually trying to challenge our perceptions, change our minds, call to action. We might call label them “serious games” – games with a purpose other than pure entertainment.

As a kind of sub-category to the procedural rhetoric, we find the rhetoric of failure, which is used to show the inevitable failure of, for instance, the war effort of a nation:

In my recent book Persuasive Games, I called the deliberate construction of an unwinnable game the “rhetoric of failure.” Such games present a scenario that can’t be won under the rules provided. These games make a statement about those rules, arguing that they are insufficient for the task to which they are currently being put.

Kabul Kaboom!

Mentioning war above is no coincidence, as several games have commented on or criticized some of the ongoing wars. Gonzalo Frasca, who is known as father to “newsgaming“, has developed a couple of games commenting on the war against terror. His “September 12th” is a rather well-known simulation supporting the idea that bombing for peace is like…well, you know. Not a good idea. It works really well, and if you haven’t allready been there – go try it out. An earlier game from Frasca is also worth a mention, namely that known as Kabul Kaboom!. It is very simple and with…let’s call it “rudimentary aesthetics”. The “looks” serve the purpose of the game quite well, however.

Kabul Kaboom! instructions

You are instructed to “get the nice American food, but avoid their missiles” and told that there is no chance to win. This is explicitly the rhetoric of failure, which is only further reinforced by playing the game. You may manage to eat a bunch of burgers (what’s with all the burgers in these games?), but eventually you eat a missile and die. Bad luck.

You are left dead, but with a very clear idea that it might be a bad idea to drop burgers and missiles in one badly organized mess.

100Point

A last example (and the one which got me writing in the first place) is a tiny Danish game critisizing a new agreement made in the Danish Government. The agreement states, that all refugees wanting to be granted a residence permit must first obtain 100 points by working, learning Danish, doing volunteer work etc . This in itself sounds much like a game, but would probably be considered too hard to be playable. The aforementioned game is called “100 points“, and requires you to answer the three final questions before reaching upon the magic 100. The two first questions are easy (if you know Danish, that is – the lower answer is allways right), but in the logic of “the rhetoric of failure”, the third and final question cannot be answered. You are laughed at, but the answer always eludes you.

The game is simple, yet the argument is unmistakingly clear. It is considered impossible to ever obtain a residence permit with this system.

Agree with the argument or not, it is an interesting use of the medium.

Do you remember Bob Dylan’s famous song “Hurricane“? The one which was written as a defense of the black boxer Rubin “Hurricane” Carter, who, in Dylan’s opinion, was “falsely tried”? Well, Dylan’s notion about the system of justice fits shockingly well with the view portrayed in “100Point”, as he states that it “couldn’t help but make me feel ashamed to live in a land where justice is a game” (I just had to post the video, sorry):

I am a big fan of legendary Bob, and it sure is thought-provoking to see a match between the purpose of an old song of his and a brand new game. Are video games the new protest song?

The times they are a-changin’, but some things never seem to change.

All the games I have not played

Uncharted 2...which I have not yet played!

These days I seem preoccupied with all the great games out there…which I have not played! This is quite frustrating, actually, because I really like games. All right, I love games. I am deeply infatuated with and fascinated by games. I like reading about games, talking about games, studying games and – of course – I like playing games.

It is not that I am overly dedicated to or passionate about any one game. I have never really been.

E.g., I am not the WOW-fanatic always grinding to level up, nor am I perpetually roaming the battlefields of CS, MW2 or any other great FPS.

This does not by any strech of the imagination mean, that I don’t acknowledge the greatness of these and all the other magnificent games. On the contrary, I would argue. I have played my share of fantastic, awe-inspiring shooters, tremendous strategy games, charming indie flicks, iPhone tower defense-spinoffs, compelling adventures…and so on, and I had a fantastic time doing so.

Another exciting game...which I have not yet played!

It is just that I am passionate about games in general.

I am  fascinated by the ever-increasing breadth and diversity of the field of video games. No one single game have been able to retain my attention much longer than a couple runs through the single player mode, some hours online…and that’s it. Afterwards, I want to explore new universes, master new mechanics, be amazed by new visual styles and be challenged in new ways.

All this talk, so very little play. Off the top of my head, the following are games, which I feel a strong desire to play:

  • Assassin’s Creed 2
  • Battlefield: Bad Company 2
  • Bioshock 2
  • God of War III (and I+II)
  • Heavy Rain
  • Uncharted 2

…to name a few. All AAA’s, I know, but the smaller games just seem to fit better in a tight schedule, allowing me to play these on a more regular basis. But hell no, I won’t succumb to no casual games only status. Not a chance.

Maybe I should just get started on the big titles right away?

Knowing together?

The title might be hopelessly obvious.

After all, most people would probably agree, that learning and knowing always happens in dynamic interaction with our surroundings.

As humans, we are unambiguously social creatures.

This, of course, has repercussions for our individual learning, which is always heavily influenced by the social situation – hence the notion of situated learning.

All right.

During the last couple of weeks, I have become inspired to look at this from a different perspective, namely that of collective intelligence.

One of the reasons was a rather down-to-earth one, as I was working and by Twitter following the progression of the Game Developers Conference in San Fransisco (take a look at Jesper Juuls wordle-illustrations of tweets sent during GDC).

It suddenly struck me, that I would probably have known only a tiny fragment of this were it not for Twitter and the option to follow all sorts of interesting people (whom I – as opposed to Facebook – don’t necessarily know). This way, Twitter keeps me in the loop demanding only a rather modest effort in return. It also allows me low-barrier access to contact and start a dialogue with these people, potentially resulting in new knowledge, ideas, perspectives.

Other examples of contemporary manifestations of collective intelligence instantly came to mind:

  • SNS’ in general
  • Wikipedia and wikis in general
  • World of Warcraft and other games

Doing a bit of rapid research, MIT turned up with their Center for Collective Intelligence, where they attempt to answer the following question:

How can people and computers be connected so that collectively they act more intelligently than any individual, group, or computer has ever done before?

It is not the least bit surprising, that MIT is heavily engaged here. To an ignorant bystander like myself, they sometimes seem omnipresent. Anyway, the center is headed by one Thomas W. Malone, who is so kind as to introduce us to the concept:

In “Harnessing Crowds: Mapping the Genome of Collective Intelligence“, Malone defines collective intelligence as “as groups of individuals doing things collectively that seem intelligent” and he subsequently points to a growth in this field:

But over the past decade, the rise of the Internet has enabled the emergence of surprising new forms of collective intelligence.
Henry Jenkins (image from his blog)

Henry Jenkins (also at MIT) is another well-known figure touching upon this field. Jenkins has devoted much time and work to great things like video games, transmedia storytelling and fan culture, and always in a very insightful and balanced way. He has written a number of posts over at his confessions of an Aca-Fan on collective intelligence, which he  defines in a rather prosaic manner:

The kind of knowledge and understanding that emerges from large groups of people is collective intelligence

Drawing on Pierre Levy, he further elaborates on the subject:

As Levy notes, collective intelligence exploits the potential of network culture to allow many different minds operating in many different contexts to work together to solve problems that are more challenging than any of them could master as individuals. In such a world, he tells us, nobody knows everything, everyone knows something, and what any member knows is available to the group as a whole at a moment’s notice.

In a rather nerdy meta-way, the article on Wikipedia about collective intelligence might be the perfect wrap up of this brief scratch on the surface.

I will surely dive deeper into this anytime soon.

Immensely fascinating stuff (not least when coupled with games, as I will do next)

All this talk about age…

For one reason or another, we all seem very interested in “age”.

Of course, age is quite important to most of us, as this seemingly innocent number in many ways works to determine the choices and possible actions available to us. In the same vein, the expectations from our surroundings are also very much related to our age, further reducing the array of probable priorities.

For instance, until recently we were not expected to play video games as soon as we outgrew the status of teenager. This has luckily changed, as described in an earlier post, making it feasible for people like me to keep playing. Great.

Just as it is the case with games, certain expectations have been tied to the users of social network sites like Facebook. There is no reason to believe, however, that primarily the younger adults are frequently visiting this modern day agora. The study “Ages of social network users” shows, that the primary age group across social network sites is the interval 35-44. 61% of users on Facebook are 35 or above, and the average user is 38.

Demographic data are important from a commercial perspective, because they allow marketing departments to decide upon relevant network sites, and more accurately target their users.

To me, it is just plain interesting to know what is going on at the different sites, and who is visiting them.

Below are some graphs from the survey;

Average age across social network sites
Age distribution at different sites
Average user age per site

Well, take a look for yourself over at Royal Pingdom.

Exploring Game Based Learning

“We aim to identify, collect, test and distribute good practice in game based learning.

Our project will result in a framework of game based learning pedagogy.”

The Project GAMEiT Logo

The above is the proclaimed mission statement of the currently ongoing Project GAMEiT, in which I am lucky enough to actively take part.

In many ways, this project is right up my alley.

The obvious one: it is all about games, and further exploring how they can be creatively applied to support learning. I often argue that we know enough to start using games in education, yet we always need more knowledge. I hope and believe that our project will mark another step forward in this direction.

Even more important is the central focus on distributing this knowledge, making it easily available to teachers wanting to begin using game based learning. We are developing courses to teachers, which we supplement with a comprehensive handbook describing the most important aspects of GBL, case studies, inspiration to new approaches etc.

Both the harvesting and distribution of knowledge were among my primary focal points, when I begun this quite adventurous and eventful journey of mine. With this in mind, GAMEiT brilliantly encapsulates my initial intentions, and the ground I have covered this far. (If only the time to come is going to be half as exciting, I would be perfectly happy!).

GAMEiT Partner Countries

I am particularly fond of this project due to the fact, that it is a project supported by the European Commision and their “Leonardo da Vinc” programme“. The technicalities of this are certainly less interesting than the fact, that I get to work together with very skilled and passionate people from different European countries.

Being the curious kid on the block, I really appreciate every opportunity I get to meet new people, exchange thoughts and ideas, and contribute to the progression of a common project.

It is always a great pleasure and source of inspiration to participate in a project like this, acquiring fresh perspectives, learning about practice outside  DK, and being confirmed in the value of my priorities until now.

Partner meeting in Project GAMEiT

At the moment, we are carrying out fieldstudies, describing chapters for the handbook and meeting online every month. Great things are in the making, and updates will be posted here and over at the official site.

Below is the text “GAMEiT in a nutshell”, in which we aim to introduce the project to anyone interested. Please, read it if you like, and feel (very) free to comment below, or contact me for further information.

Click to show the text in fullscreen.

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Knowing it all?

I am always trying to stay updated in the fields of video games, digital media and learning.

This is truly a daunting task, which in itself makes for more than a full-time job, and quite often leaves me with the feeling of not knowing anything at all. This, of course, always reminds me of Socrates, turning the lurking feeling of defeat into the joy of knowing nothing:

The only real wisdom is knowing you know nothing.

Anyway, however appealing  (and appeasing) this seems, I can’t just leave it at that. I need to know something and thus returns to the “information overload” immensely reinforced by the abundance of information and knowledge available to us on the internet.

Luckily, a wide array of tools have been developed to help us overcome this fundamental challenge.

Most of you probably know RSS (Really Simple Syndication), the oldschool, yet indispensable service allowing us to subscribe to and gather (syndicate) “feeds” from relevant sites in one place. For some time now, I have been using Google Reader to syndicate feeds from a large (and always growing) number of sites:

Now I have a dynamic collection of frequently updated feeds all in one place. Curious as I am, this is really a treat (even though the acutal process of reading these feeds demands more time than I can currently afford!).

So far, so good.

However, I am the kind of person, who more than anything believes in sharing knowledge. I am not really interested in knowing things just for myself, considering the process of exchange to be the what truly adds value. Of course, I am already trying to share knowledge right here, on Twitter and a number of other places.

Even so, I would very much like to create a fast, low-barrier entrance to the different articles and blog posts, I read and like. Google Reader actually allows me to share articles from all the feeds I subscribe to:

Share posts with Google Reader

It is quite simple, really. Read a post, share it and attach a short comment, if desired. That’s it. I am not completely convinced, however, that this is the best possible way. As the list of shared posts grow, it seems like a chaotic mess.

Well, I will try it out, and here are my shared feeds from Google Reader:

Who’s playing games?

Most of us know the common stereotype depicting a gamer as a somewhat obese teenage boy never leaving his room due to a fundamental lack of social skills.

Well, gamers are not what they used to be (whether they actually used to be as described above is uncertain).

During recent years, several quite interesting developments have thoroughly shattered any traditional knowledge of the demography of gamers. Today, many people are playing games, even though those same people just a few years back would probably have dismissed the activity of playing all together.

Let’s have a quick look at who is actually playing today.

One often cited source of knowledge about the composition of the gaming audience is presented by the Entertainment Software Association. The data can be found in the annually published reports “ESSENTIAL FACTS ABOUT THE COMPUTER AND VIDEO GAME INDUSTRY” or in the video below:

Even though this might be surprising to some bystanders, another survey recently showed even more radical challenges to the good old stereotype. Initiated by PopCap Games (developer of the magnificent Plants vs. Zombies), the survey focused on the rather young, yet explosively growing genre of so-called “social games”.

If you  haven’t seen much of neither games nor Facebook lately, you might wonder what defines a social game? (you might also wonder how you managed to avoid all the fuzz, but that’s another matter). I’m fond of stealing, so why not borrow a definition from Gamasutra, where social games are described as “essentially games created to be playable within existing major social networking websites”. In most cases, this means games playable on Facebook (at the moment, that is). Right now, Farmville is by far the most played game with more than 80 million monthly active users (see Appdata). Who would have thought, that growing crops and buying red tractors could become that popular?

Back to the survey, which shows, that the average player of social games is a 43-year old woman.

A 43-year old woman.

Sorry for the repetition, but I was puzzled when reading this for the first time. Below you find a couple of illustrations from the report:

Gender of players of social games
Age of players of social games
Employment status of players of social games

(see the entire report or the press release).

From scarcity to abundance

It is beyond the scope of this post to provide an in-depth explanation of the comprehensive broadening of the video game audience. I will, however, sketch out some of the most likely reasons for the remarkable turn.

  • The field of games was once somewhat uniform, characterized by many games appealing to pretty much the same target groups (the obese teenage boy). This has fundamentally changed. The breadth and depth of available games is now enormous, catering to a wide array of different tastes and preferences. On important factor has been the move away from hardcore games towards casual games, which make smaller demands on the player regarding time, skills etc. This development was dubbed “A Casual Revolution” by video game researcher, Jesper Juul.
  • In addition, many newer games are developed primarily with pleasant, social situations in mind; pleasant social situations outside the virtual world of the game. The console Nintendo Wii, and the console games Guitar Hero and Rock Band are all prime examples, that games are no longer just confined to the computer screen. These are games/consoles, where the most important part is playing with your friends in the living room.

I will probably be able to elaborate further on these topics in a future post, so hang on.

But play a game or two in the meantime, please.

Digital natives get lost, too!

Kids know the media. They multitask with ease, surfing the internet while watching a movie, writing an sms, making a call on Skype, listening to music on iTunes and reading a book (the latter might be reserved for the few remaining book-geeks). They navigate with a convincing sense of direction; never losing their bearings in what seems to bystanders to be an anarchistic audio-visual chaos.

At first glance this might seem obvious, as most people have probably seen (or heard about) a scenario like the above. In many books and articles on the subject, this is proposed as an almost archetypical situation, arguing that kids are digital experts. Or that they belong to a “Net Generation” with computers and the internet hardwired to their brains (who said crazy sci-fi?)(Well, actually, it seems that the use of technology does change processes in our brains, but in the same way that our brain has always adapted itself to new impulses).

Or that they are digital natives – born digital and as such, natives of the digital world. Like the na’vi on Pandora.

The origin of this concept can be traced back to the American author, Marc Prensky, who published the widely known article “Digital Natives, Digital Immigrants” at the turn of the century, wherein he claims that:

“”Our students today are all “native speakers” of the digital language of computers, video games and the Internet.”

With appealing and convincing clarity, Prensky argues for the dichotomy between the digitally competent kids and the equally incompetent adults, who have only recently immigrated into the digital world. As with the humans immigrating to Pandora, the majority are never able to fully understand this new world and its strange, blue inhabitants.

If I were Jesse Schell, I would probably call the idea of digital natives “total bullshit”. Clearly, I am not, and instead I will suggest an approach a bit more balanced. The essence, however, is covered sufficiently by the b-word.

The notion of digital natives is an oversimplified one, greatly lending itself to misunderstandings and faulty initiatives (or lack thereof). During the first decade of the new millennium, this has manifested as an inappropriate unwillingness to adress the issue of digital media and digital literacy in education, as teachers are often intimidated by the way kids seem to juggle with technology.

An incompetent native?

At the very core, the metaphor itself is flawed. Being a native of any kind never equals being a perfect speaker of your native tongue, deeper knowledge of linguistics etc. Even natives learn their language by socializing, training, exercising and so on.

digital native
Via Francis Anderson http://bit.ly/abdtWH

Natives can very much be incompetent, and this of course also goes for the digital natives. They might be born into a world of digital media, but they are not automatically speaking some magic “digital language”.

Skills, competencies, literacy

Without knowing Prensky in person, I would guess he originally was inspired by a scenario similar to the one initiating this post, observing kids intensely immersed in several media experiences all at once. He thus states that kids today are “surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age”.

So far, so good. I won’t oppose the idea, that kids are possibly engaged in a “heavier” use of media than any other structural group in society. Neither will I argue against the widely held belief, that kids are less fearful when approaching new media. They might even possess a certain curiosity-driven intuition, fuelling their seemingly competent use of these media. This, in some cases, allow them to master the technology – at a skill-based level, that is. They are able to use a computer, a cell phone, a television and they can retrieve funny videos on YouTube. Sure.

But this doesn’t make them neither digitally competent nor digitally literate. Both require more (much more) than just the simple ability to turn on a computer and play a game. It requires, for instance, the competence to critically evaluate the information found on the internet. It requires the development of analytical approaches, allowing the individual to understand the way different media work, relates to other media and is positioned within the larger media ecology.

On an even higher level of reflection, it is necessary to be able to reflect upon ones own use of and experience with media.

Even if we accept kids as skilled and with a certain intuitive way of using digital media, it should be clear, that they in most cases are neither competent nor literate. These higher levels of abstraction are seldomly reached without the support and guidance of tutors of some kind – e.g. teachers, parents etc.

1 kid = all kids?

Another hugely problematic trait of Prenskys framework is its tendency to make generalizations far beyond the limit of reason. It simply doesn’t make sense to assume, that children and youth are constituted as a completely homogenous group with equal approaches to digital technology. On the contrary, when looking at kids – even within the same class – we see a motley crowd, constituting a very heterogenous group. It almost goes without saying, that this diversity is also mirrored in the way, these kids approach, use and reflect upon various media.

In continuation of this, adults are not just one homogenous group either. We are not all digitally incompetent, helplessly left on the losing side of the digital divide. The dichotomy itself is a false misinterpretation placing us in a deadlock, where no adults dare to challenge the digital experts.

Goodbye, confusing concept!

If we could please leave this misunderstood metaphor behind, and move on, we would all be better off. Such a step forward might allow us to establish a much more inclusive, balanced and up-to-date approach to kids’ digital literacy. I don’t want to do Prensky or his metaphors injustice, and they might have served a purpose earlier on, when people had to acknowledge what it meant to grow up in a digital landscape. Yet, as Henry Jenkins argue in “Reconsidering Digital Immigrants…“, “the metaphor may be having the opposite effect now — implying that young people are better off without us and thus justifying decisions not to adjust educational practices to create a space where young and old might be able to learn from each other.”

Luckily, Jenkins is not alone, as a number of smart people (smarter than me, at least) have already challenged the simplicity of the dichotomy – native >< immigrants. Danish media researcher Mette Nyboe makes this unmistakingly clear in the book “Digital Literacy” (Digital Dannelse, my translation), where she states that:

[…] No children are born digitally competent. Through their media experiences in the digital media culture of their leisure time, children and youth develop knowledge and skills, which, with appropriate sparring, can be transformed into competence. But competence does not come by itself (my translation).

In “The ‘digital natives’ debate: A critical review of the evidence“, the authors thorougly examine the “digital native” discourses and arguments, and conclude that “they have been subjected to little critical scrutiny, are under-theorised and lack a sound empirical basis”. In addition, they reach other important conclusions along the way:

It may be that there is as much variation within the digital native generation as between the generations.

The picture beginning to emerge from research on young people’s relationships with technology is much more complex than the digital native characterisation suggests. While technology is embedded in their lives, young people’s use and skills are not uniform.

Finally, in relation to the “Web Use Project“, the article “Digital Na(t)ives? Variation in Internet Skills and Uses among Members of the “Net Generation”” was published very recently. In this article, Eszter Hargittai presents a study on internet use by college students, and instead of uniform expertise, Hargittai points to the diversity:

While popular rhetoric would have us believe that young users are generally savvy with digital media, data presented in this article clearly show that considerable variation exists even among fully wired college students when it comes to understanding various aspects of Internet use.

Regarding widespread assumptions about the inherent digital savvy of young users often referred to as ‘‘digital natives’,’ it is important to note that the data presented here do not support the premise that young adults are universally knowledgeable about the Web. Rather, we observe systematic variation in online know-how even among a highly wired group of young adults based on user background.

Hopefully it can no longer be doubted, that kids are not better off by themselves when it comes to digital technologies.

So please, don’t leave the natives by themselves. In spite of them being born into a digital world, they might get lost, too. Let us supply them with maps and compasses and support them in learning how to use these tools for navigating this rather confusing digital society.

The future of games?

There is no telling what the future holds. This is obvious, of course, yet most people keep trying, and this is no less true when looking at the video games business.

Everybody is trying to predict, what is going to be “the next big thing” – the next Pac Man, Wii or Farmville. The next “killer app”, the next “blue ocean” ready to be conquered.

The last couple of weeks, gaming sites all over the world have converged on a presentation held by one Jesse Schell. This guy caused quite a stir, and most people seem to be overly impressed. Such consensus always makes me a bit sceptic; dunno why, I just seem to distrust majorities. On the other hand, however, I am not one to remain in opposition just for the sake of it, and the presentation actually is quite interesting and thoughtprovoking. Don’t take my word for it, but have a look for yourself:

I must admit, that I actually did not know Jesse Schell, though he seems to be quite respected in the games business. Well, I will surely be following him in the future, as he must be considered prone to come up with other inspiring stuff. It would be a pleasure to disagree with the guy just for the sake of disagreeing, yet his perspectives are ensnaring. Games are clearly both ubiquitous and prolific, breaking out of their confining boxes, blowing established target groups apart in the process. Did you know, by the way, that the average player of social games is a 43 year old woman? And how about playing to achieve better MS Office-skills?

Schell hopes for games to make us better people, trying to optimize our “performance of living” in an effort to maximize our “score”. This might seem a tad naive, yet what is the matter with ambitious hopes and dreams?

Now excuse me, I gotta go brush my teeth – desperately need the points.

A space for ideas

Welcome to my personal blog, which is an attempt to create a single focal point into my thoughts, ideas and activities.

As indicated by the subtitle, “thoughts on games, media and learning”, I will primarily focus on digital media, learning and related subjects.

This is my passion and pivotal field of interest – both privately and professionally.

I consider learning a social process of constant interaction and exchange, and therefore I truly hope for this to become a space of exactly that – interaction and exchange. Please, comment and challenge my writings.

Only together are we becoming smarter.