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note(s) / edu.eliens.net / student project(s) / context
souurce(s) for example(s)
0. INTRODUCTION [500?]
-why tuning -- we are being tuned anyway, we want to have control/freedom over this tuning
-ethics/moral -- from different possible future scenario's we want the best (and are morally required)
-new rituals -- we'll need new rituals to make sure living together in a society will be possible
1. EVERYDAY LIFE [700] -- WHERE WE FOUND OURSELVES
-everyday life is serious, example of serious life [100]
-what is it to be serious: goals/fears [100], rewards/penalties [100]
-we need to do the right thing [100] (as individuals, as society)
-CONTRAST: games: playful (freedom to start/stop), fun (pleasure of the act itself, not just the rewards), experimenting (freedom to test new solutions) [100]
-gamification, definition, examples [INPUT ANTON?] [400]
http://www.cs.vu.nl/~eliens/sg/@s5-gamification.html
Marek Janiszewski -- Gamification in learning programming
Celestyne Banaszak -- enjoyable education?
Olga Beza -- gamification: how can games level up our life?
Ceren Gazioglu Majoor -- gamification: exploring the effects of game mechanics in changing user behavior
-drones, marketing, entertainment, education
-HOWEVER: gamification is not necessarily new (example of old 'games' = rituals) [100]
2. VIRTUALIZATION [700] -- FIRST CONTACT WITH HUMAN WORLD-SHAPING (the thing that is up for analysis)
-gamification is related to what we might call 'the virtualization of the life world'
-what is a life world (phenomenology) [100-200]
-explanation/definition: = movement into life worlds that are computationally mediated, not just second life but also and more importantly: [100]
-mobile devices
-augmented reality [INPUT ANTON?]
http://www.cs.vu.nl/~eliens/create/@s5-line-augment.html
-your credit card, traffic lights [200]
-virtuality and reality are not opposites [200]
-virtuality often has the connotation 'not-real', but this is incorrect: to be virtual is being equally real to actuality but in a different manner
-all space is virtual
3. SPACE [500-700] -- HOW WE PERCEIVE OUR WORLD AS SPACE
-the nature of space (human perception) [100-200]
-space is a set of distances [150]
(-we'll see what distance really means later, hint: as much psychological as it is physical)
-points of matter, direct/indirect (absolute/relative) distances [150]
-reality is what we perceive as such, and is in our perception the result, although in this process it is postulated by the mind as the source of perception [100]
-Kant/Schopenhauer / idealism, Kant's Ding an Sich [100-200]
-representation is exactly what our perception of the world is
4. REALITY (previously: physical existence) [500-600] -- REALITY IS BOTH PHYSICAL AND PSYCHOLOGICAL
-reality could be defined as 'that which has physical existence' + what are the properties of physical existence? (solidness? interaction? -> experience? judgement!) [100]
-something that is virtual can have physical existence
-at the same time: most/all objects in the world probably don't exist exactly as we perceive them [100]
-this means that the only difference between virtual reality and reality is that: with virtual reality, the 'virtualization' is experienced as part of it's reality, it is not seamless, not perfect/complete. [100-200]
-we judge this from within experiences: this judgement can only be negative (we know 'this is not real'; we might also be wrong about that) [100]
-if a virtual reality would be perfect, we wouldn't know we're in one (as is the theme of many works of art in popular culture, from Plato to The Matrix) [100]
5. MAPS [800] -- OUR PERCEPTION OF REALITY IS NOT PERFECT
-However it is not our perception that we (should) cal 'real', it is the thing we are perceiving that is 'judged to be real' [100]
-our perception is not a picture, it is not perfect (hence the conclusion: all space is virtual) [100]
-our perception (which is spatial) is a map [200]
-proportions are not perfect
-proximity = affordance = usefulness = measure of anticipated effort (and reward) [200]
-influenced by goals/desires/fears/thoughts [100]
-space is a structure of our affordances (possible actions) [100]
6. FEEDBACK [800] -- WE ARE DEVELOPING OURSELVES AND THE WORLD
-humans are not passive observers of reality: we shape it [100]
-physically [100]
-intellectually [100]
-these two are intrinsically related
-physical properties determine our beliefs and vice versa [100]
-conventions, institutions, leaders, regulations [100]
-Networked society
-communication technologies [100] from letters to worm holes -we can be at multiple places at the same time (space is not only points that we can draw a direct line to anymore, it has multidimensional curves, jumps, warms, splits, joints)
-external storage and processing [100] from a collection of stones to data warehouses and AI
-EFFECT: anticipated required effort (=distance) smaller [100] -> conventions evolve
7. LEARNING [700] -- PERSONAL EFFECTS OF DEVELOPMENT
-the world becomes more personal (we become more integrated) [200]
-personalization is most effective in learning, not only in the traditional domain of education (schools) but especially outside of it as well (in context, learn at the obstacle itself)
-personal preference
-skill level
-adaptive to life flow
->project of self [100]
+EXAMPLES [100] [INPUT ANTON?]
http://www.cs.vu.nl/~eliens/create/@s5-choice-focus.html
http://www.cs.vu.nl/~eliens/serious/@s5-co-frame.html
-contextual (environment)
-when we develop the world, we also develop ourselves [100]
-we learn in context (our experience increases with the experience of the world, like when you walk a path in the forest; the path is a manifestation of the experience the forest has with wanderers).
-learning has become more fun [100]
-serious goals have not changed (we still need food etc.) [100]
8. GUIDANCE AND MONITORING [500] -- EFFECTS OF DEVELOPMENT ON A LARGER SCALE
-gamification can lower penalties on failure (protect the people who fail)
-stimulate exploration (stimulate diversity and creative solutions)
-game dynamics will impact social conventions
-align the goals of society and individuals (do the right thing)
-examples of learning/gamification in spaces: [INPUT ANTON?]
http://www.cs.vu.nl/~eliens/create/@s5-change-attitude.html
http://www.cs.vu.nl/~eliens/create/quote-urban.html
http://www.cs.vu.nl/~eliens/create/@s5-science-fun.html
http://www.cs.vu.nl/~eliens/serious/@s5-case-fun.html
-indoor maps
-museums
-building design
-experiences
-DANGER: guidance can become monitoring, can limit freedom as well
9. CONCLUSIONS [500?]
-results/effects
-ethics/morals
-opportunities/risks
-merging of physical and virtual worlds leads to more personalization
-personalized life worlds facilitate learning and development (through contextualization, adapting to personal skills/levels, measuring progress/status)
-in the end, life is still a serious endeavour -> we'll have to accept not everything will be fun, or we'll be disappointed
-we'll have to be aware of the risks and downsides of gamification (because we want to play, not be played with)
-our life world changes, and in this change, through social games, new rituals may emerge (if the social component would be absent, individualization may lead to each person living in his own world, and conventions may not be accepted anymore
-we have to be aware of the behaviour we'll be learning with each game we play; is this really the behaviour we want for ourselves and society?
Met een zeer ruwe schatting zit ik nu op 6400 woorden, en de target is 6000-7500. Maar ik moet natuurlijk nog zien dat ieder stuk ook daadwerkelijk het aantal woorden krijgt dat ik er nu voor heb ingeschat...
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