University XP

This article will explore the aspects of games as mediums for interactions. It’ll examine games as constructs for occupying a particular space and how players interact with it. Games will also be explored as pieces of art and how they influence narrative aspects such as stories. Often, the interactive elements of games are shaped by their genre and themes. This will be discussed in addition to how games are often structured as a means for social interactions. This kind of structure can serve as a means of establishing socially normative activities between and amongst players.

This article will examine how that can be achieved though diligent focus and purposeful design. It’ll first cover the structure and use of learning objectives and outcomes for instructional design and learning experiences. These will then be compared to games-based learning and the use of games as the medium for learning.

This article will address how to develop, adapt, and apply existing and new games for these purposes. It’ll first cover the overall applications of games-based learning and then cover examples on how formal game elements and different criteria can be used to meet these learning outcomes. Specific types of games, formats, and modalities will be explored as well as how their specific characteristics benefit applied games-based learning. Furthermore, specific steps for how to prepare to use and design games for learning outcomes will be discussed.

This article will define educational games. It’ll explore why we should consider using educational games for teaching and learning as well as explore the evolution of educational games over time. Specific disciplines and how they are addressed by educational games will be discussed as well as different types of educational games. Engagement and efficacy of educational games will be covered as well as how they are interpreted by players through the player experience.

One of the hardest and most difficult questions that can be asked about games is what they are and how they are defined. The answers, responses, and philosophies regarding these big questions are as diverse and varied as those who have sought to define them. Therefore, this article will attempt another take on defining games and discussing their meaning and interaction for the people that play, define, apply, and share them.

This article will explore the player journey. It’ll start by defining this term and outline reasons for its importance. The player experience is an important aspect of the player journey. Therefore, it’ll be examined in depth as it relates to individual motivations and how they affect both goals and achievements during the player journey.

This article will examine progression systems in games closely. It’ll start by defining these systems and why they are so important. Different types of progression systems will be covered as well as how common features of progression systems are present in games. The core loop, as well as goals and objectives of games are tightly connected to progression systems. Therefore, these disparate areas will be connected and related to how different examples of progression systems use them in concert with one another.

This article will define what we mean by “game state” from multiple different perspectives. It will discuss different characteristics and types of game states and the roles that they play for commercial and applied games. Game states often are tightly related to the game rules and mechanics. These two aspects will be discussed in depth in addition to other “tangible” elements of games play such as game objects, movement, and environmental states.

This article will define player engagement and relate it to its roots in understanding player motivation. Player engagement has most to do with the amount of time that players engage with the game and how their investment best relates to the player experience. That player’s experience is informed by multiple sources. They include interaction and how players augment the game; how players receive and interpret feedback, and how challenges and difficulty are scaffolded and presented to players through games and games-based learning.

We don’t often think about when we first started playing games. Or really the “first” game that we ever played. Most players are preoccupied with the game that they are playing “now” or the game that they will play next. Yet, we don’t stop to think about what we already know about games and how we’ve applied that to learning and experiencing new games.

This article will first define choice architecture as well as discuss its relationship between how choices are structured and its impact on consumers (users, learners, and players). The underlying philosophies of choice architecture will be explained as well as how they inform choice structure.

This article discusses games as liminal spaces. But prior to diving into that, it will first define “liminality” as well as provide some of the most critical characteristics of liminal spaces. Liminality will be reviewed from multiple disciplines as well as situate the term in relation to transformation and transition. Liminality can be experienced in multiple different modalities and in different places and stages. Therefore, this article will examine liminal experiences in physical spaces as well as non-physical ones.

This article will define tactics and strategy and then compare the two in both structure and application.  Both tactics and strategy have a specific and special relationship with one another. This relationship often defines the philosophic considerations of what exactly goes into tactical and strategic decision making. This relationship will be explored through several different examples of tactics across different domains.

This article will explore and define the term “casual players.” In understanding casual players, we must first review and examine casual games. So, casual games will be defined along with relevant characteristics of casual games such as complexity, mechanics, and theme.

What makes the “ideal” board games player? Some say that it takes someone who fully understands the rules. Others would say that it’s more about those who pay attention to the game rather than be subjected to distractions. Some feel that it’s tactical play and strategic thinking that makes the ideal tabletop player.

This article will also cover how game goals work in concert with player agency and how designers can take advantage of player skill development while simultaneously mitigating luck and randomness. The player experience represents the defining factor for players engaging with games for learning; so, player feedback loops as well as how failure is addressed will also be considered.

This article will review these characteristics of analysis paralysis as well as how individuals make choices and the framework in which they come to those decisions. The results and solutions to those decisions will be discussed as well as how the overall speed of the process is fluid in the face of players’ motivations, frameworks, and goals.

This article will define the use and purpose of the term “strategy game” and how the term “strategy” affects and influences both game structure and the decision making framework for players. Strategy in games is addressed differently dependent on game type. Therefore, this article will address strategy in abstract games, war games, video games, simulations, idiogames, euro table top games, and team games.

This article will first define what Yomi is as well as how it influences and affects the prediction of actions of opponents and other players. The minds, motivations, and strategies of other players will be discussed as well as how it influences Yomi. Yomi in relation to strategy and how it affects expert players will be covered as well as how all players can examine and study their own actions for their own player development.

This article will address the steps necessary for adapting games for learning. It’ll cover why educators should first adapt games for games-based learning. Challenges that educators often face with adaptation will be addressed as well as how a strategy can be outlined for game adaptation.

This article outlines and describes the flow state in the player experience. It’ll also explain the most important and influential reasons for designing for flow. Flow state is comprised of a balance of goals and feedback and how both are reflected and influenced by perceptual control. So, this article will examine how these disparate elements work together to help players engage in that state.

This article covers the concept of player relevance in depth. Specifically, it defines the term “player relevance” for the context of this article. Player agency and its relationship to player relevance will be covered and discussed. The decision space and individual motivations are equally important for determining player relevance. Therefore, this article will discuss both in relationship to the player journey.

This article will review scaffolding in both an educational and games-based context. Uses of scaffolding will be discussed as well as how it affects and influences individuals’ learning and metacognition. Like many things games-based learning related; scaffolding relates highly to the learner and player experience. So time will be spent relating scaffolding to the experiences of the individuals learning and playing.

This article will define game balance for the purposes of this discussion. Game balance will be addressed as a factor in game design. Game balance strategies will also be covered from a development standpoint. Game balance also plays a critical role in defining and shaping the player experience. Therefore, game balance will be addressed as a factor that is both experienced and interpreted by players. Finally, game balance principles will be covered as it relates to the design process and its relationship to player agency and competency

This article will review why players reflect. It includes an in-depth analysis of players’ reflection in games-based learning as well as how introspection plays a role in game play. Reflection is compared to metacognition and the overall effect this has in its affect on the player experience.

This article will provide an overview on debriefing as well as the fundamental reasons why debriefing should be included in games-based learning. Games-based learning is part of the experiential learning cycle. So, a connection on this method of teaching and learning will be made as well as how instructors can outline goals for debriefing.

This article will define expectancy theory as well and describe its origins for understating human motivation and behavior. Motivation will also be covered as a facet of the educational process as well as expectancy theory’s origins in management as a way to better connect employee performance and rewards.

This article will explore some larger concepts such as “What is meaning?” More specifically, the article will attempt to define what meaning making is as well as how it is connected to meaningful play. Developing an understanding about how making occurs is important to addressing how meaning making and learning are connected. Only then can meaning making through games and game play be further explored. This article will discuss the meaning making process for players in games; game structure; and game mechanics.

This article will review the use of games-based learning as well as reiterate the main reasons why you should consider using it in your teaching and instruction practice. Games-based learning as a student centered approach will be discussed as well as how gameful applications can be explored in education.

This article will review and define serious games. A brief history of serious games will be shared along with some of the best reasons for using serious games in teaching and learning. The impact and ramifications of using serious games in the classroom will be discussed as well as the role that educators play in integrating serious games in their practice.

Researchers from the University of Cambridge, Uppsala University, and video game studios created the game "Bad News" to enhance students' ability to identify disinformation and fake news.

Matthew Berland and Antero Garcia's new book, "The Left Hand of Data," explores leveraging education data to revolutionize classroom dynamics with creativity and social justice. Published by The MIT Press, Berland emphasizes reshaping educational approaches to prioritize individual student needs, emphasizing playful, engaging learning experiences.

Teachers across various subjects and grade levels have integrated New York Times games like Wordle, Spelling Bee, Flashback, and Connections into their classrooms. These games provide low-stakes opportunities for problem-solving, collaboration, and critical thinking.

The article discusses growing concerns over children aged 6-12 becoming overly dependent on gadgets post-pandemic. Retno Listyarti highlights how children are constantly engaged with smartphones, affecting their physical activity and fostering individualistic behavior.

In April, Minecraft introduced "Heat Wave Survival," a minigame challenging players to defeat a fire-breathing Heat Dragon symbolizing extreme heat's threat amid rising global temperatures. This exemplifies a trend where game developers incorporate climate change themes into entertainment. Initiatives like the nonprofit-led development of games promoting renewable energy and heat-resilient infrastructure aim to educate youth on climate issues.

This thesis examines the effects of using a commercial video game in education. The thesis investigates earlier studies on video games and second language learning (L2), along with an analysis of the educational properties of video games.

Game development has become increasingly accessible with tools like RPG Maker and Game Builder Garage, which simplify creation without requiring prior coding or design experience. Despite this progress, challenges remain in making mainstream engines like Unreal and Unity fully accessible.

The article discusses the growing challenge of discerning truth from fiction in an era dominated by digital manipulation and misinformation. It highlights a study on the effectiveness of the video game 'Bad News' in teaching media literacy. Designed to simulate the role of a fake news producer, the game educates players on recognizing and resisting deceptive tactics.

In his article, Terry Pearce discusses how models and frameworks can serve as inspiration for learning games, emphasizing their potential to simulate complex concepts and processes. Pearce illustrates this with a game he developed around the 'Nine Box Grid' for Talent Management, where players utilize character cards representing team members to navigate challenges and opportunities based on the grid's categorizations.

The study conducted by researchers from Uppsala University and others demonstrated that a computer game called Bad News significantly improved upper secondary school students' ability to discern between reliable and misleading news. Involving 516 Swedish students across different programs at four schools.

In the discussion on workplace motivation, traditional reward programs are scrutinized for their unintended consequences despite their initial appeal. While promising short-term productivity boosts, extensive research, including insights from Deloitte, suggests that these programs often erode company culture and fail to sustain long-term engagement.

In recent years, video games have become pervasive in American childhoods, with over 90% of children engaging in gaming regularly. Despite concerns about their impact on education, research from Brunel University London indicates that incorporating video game elements into learning environments can significantly enhance student engagement and learning outcomes.

In the original Settlers of Catan, players colonize an island, gathering resources to expand and build settlements and roads. In the new version, Catan: New Energies, players face a modern challenge: managing pollution while developing their territory.

Boris Nakashyan, a second-year student at the University of Virginia and aspiring entrepreneur and doctor, combines his passions for entrepreneurship and medicine through his unique academic escape rooms. Modeled after traditional escape rooms but designed for educational purposes, Nakashyan's creations engage students in solving puzzles related to course content.

"Beat the Heat," the latest interactive game from ASU's Ask A Biologist program, aims to educate K–12 students on essential heat safety practices just in time for summer. Developed by experts in heat safety, the bilingual game immerses players in scenarios where they must make decisions crucial for staying safe in hot climates.

Millions of gamers worldwide are transforming entertainment into scientific advancement through 'Borderlands Science,' a mini-game embedded within 'Borderlands 3.' Players align genetic sequences in the game, generating massive amounts of data that outpace traditional methods by orders of magnitude.

This summary captures the essence of Bryan Alexander's exploration into a gaming seminar exercise, highlighting its objectives, implementation, and reflections for future improvements. In a recent gaming seminar, I introduced a new exercise that aimed to synthesize the semester's learning and foster creative design.

In response to the "Great Resignation" post-Covid-19, organizations turned to workplace gamification to inject purpose, engagement, and excitement into work environments. This trend has surged in recent years, particularly in tech sectors in the US, as a means to motivate employees through game-like elements such as points, badges, and challenges.

Alaska Escape Rooms in downtown Anchorage offers immersive experiences like Raven’s Eye and Conjured Kingdoms, where participants engage in puzzles and decisions, from imprisoning villains to rescuing damsels. Founded in 2017, it has become a popular venue for diverse events, including date nights and team-building exercises for businesses.

Scott Nicholson from Wilfrid Laurier University is collaborating with the mEducation Alliance to create a resource for libraries in low-resource settings, focusing on board and card games. The initiative aims to compile games that are easy to explain, engaging, and robust enough for long-term use. Key criteria for selection include robustness, explainability, table presence, engagement, and overhead. Community members are invited to suggest suitable games via a Google Document. This project seeks to empower youth to teach games in libraries, fostering community connections and learning. For more information, contact Scott Nicholson at scott@scottnicholson.com 

The evolution of casino games has transformed from traditional venues like Casino di Venezia, where high-stakes games drew affluent players, to a digital landscape accessible to all. The mid-1990s saw the rise of online casinos, allowing users to gamble from home, albeit with less social interaction. Live dealer games then emerged to recreate the authentic casino experience, fostering community through real-time interactions. Mobile casinos further revolutionized the industry, enabling gambling on-the-go with optimized games and enticing bonuses. As technology advances, including virtual reality, the casino gaming experience continues to evolve, reaching broader audiences and adapting to modern lifestyles.

Fantasy sports have transformed into sophisticated platforms that enhance critical thinking and strategic planning skills. Participants analyze player statistics, historical performance, and matchup projections to make informed decisions. Roster management requires balancing player potential and injury risks, while trading involves assessing team needs and negotiating effectively. Developing a long-term strategy emphasizes adaptability and foresight. Additionally, real-time updates from sports news influence decision-making. Understanding opponents' strategies is vital, as is managing the psychological aspects of losses and expectations. Overall, fantasy sports cultivate valuable skills like analytical thinking and data-driven decision-making, which extend into real-life scenarios.

New research suggests that integrating games into teaching can significantly enhance learning outcomes in subjects like economics and statistics. Led by Assistant Professor Joshua Fullard from Warwick Business School, the study compared traditional lecturing with game-based learning among university students. Those who used games showed a remarkable 7% increase in exam scores, with significantly fewer failing—only 7% compared to nearly a fifth in the traditional group.

Recent developments in the video game industry challenge the notion of gaming as merely a recreational pastime, highlighting its potential to tackle real-world issues through "gamification." This approach integrates game mechanics into non-game contexts to engage users in solving problems like energy conservation and climate change, exemplified by the UN's Mission 1.5.

The Games-Based Learning Virtual Conference (GBLVC) 2025 invites session proposals for its annual three-day virtual event from June 6-8, 2025. Hosted by the Games-Based Learning Alliance and University XP, GBLVC fosters discussions among educators, designers, and professionals on using games for teaching and training. Sessions can be pre-recorded or live, with diverse topics including gamification, professional development, and culturally relevant games. Proposals are due by December 8, 2024, with notifications sent by January 13, 2025. Presenters receive complimentary conference access. GBLVC promotes diversity and encourages participation from varied backgrounds.

Arizona State University (ASU) and Endless Network have unveiled plans for the Endless Games and Learning Lab, announced during a discussion at the ASU+GSV Summit. President Michael Crow and Endless founder Matt Dalio highlighted the lab's significance in merging advanced technology with immersive game environments to revolutionize education globally.

Researchers from the University of Wisconsin-Madison investigated whether video games could positively impact emotional development in children aged 8-18, a critical period coinciding with significant brain development and exposure to challenges like bullying and anxiety.

Stephanie Scheller, diagnosed with ADHD at 26, finds solace and focus through music, citing its impact on brainwaves and dopamine release. Her journey led her to found Grow Disrupt, organizing ADHD-friendly events focused on skill development and neurodiverse communication.

In Talib Visram's article, a new educational game within Minecraft, Heat Wave Survival, transforms the abstract threat of extreme heat into a tangible challenge—a fire-breathing dragon. Developed by the Adrienne Arsht-Rockefeller Foundation Resilience Center, the game aims to educate children about the dangers of heat and teach mitigation strategies such as hydration and urban planning.

The article "Why Peace Games? Insights from East Asia" argues for the importance of peace games amidst a backdrop of heightened war simulations, particularly concerning China. While war games focus on military scenarios, peace games simulate diplomatic engagements to explore and enhance statecraft aimed at preventing conflicts and promoting peace.