The document discusses what games are good and bad at. Games are bad at being cheap, tricking students into learning, allowing limitless exploration, adhering to time limits, understanding mistakes, and having long shelf lives. However, games are good at giving the brain what it wants through visible progress, engagement, and fantasy. Games are also good at illustrating complex systems, keeping people in flow, showing new perspectives, being authentic, raising questions, creating shared experiences, allowing independent exploration, providing practice for dangerous situations, creating teachable moments, and giving students ownership.
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More Related Content
Jesse Schell- Schell Games
1. What Games Are Good At
The 7-11 Talk
Jesse Schell
Serious Play 2013
2. Some Thoughts On Education (1692)
John Locke
“I have always had a fancy
that learning might be
made a play and
recreation to children…”
18. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
20. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
21. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
4) Adhering to Time
Limits
22. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
4) Adhering to Time
Limits
5) Understanding
Mistakes
23. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
4) Adhering to Time
Limits
5) Understanding
Mistakes
6) Long Shelf Lives
24. Games Are Bad At…
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
4) Adhering to Time Limits
5) Understanding Mistakes
6) Long Shelf Lives
7) Staying Interesting
Forever
29. Games Are Good At…
1) Giving the Brain What
it Wants
a) Visible Progress
b) Abstract -> Concrete
c) Full Engagement
d) Fantasy Motivations
31. Betty’s Brain – Vanderbilt University
“These kids know these characters aren’t alive, but they
get engaged with the narrative, and play pretend, and
it brings out a lot of good behaviors.”
33. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
34. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
3) Keeping You in Flow
35. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
3) Keeping You in Flow
4) Showing New POV
37. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
3) Keeping You in Flow
4) Showing New POV
5) Being Authentic
38. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
3) Keeping You in Flow
4) Showing New POV
5) Being Authentic
6) Raising Questions
39. Games Are Good At…
1) Giving the Brain What
it Wants
2) Illustrating Complex
Systems
3) Keeping You in Flow
4) Showing New POV
5) Being Authentic
6) Raising Questions
7) Creating Shared
Experiences
40. Games Are Good At…
2) Illustrating Complex
Systems
3) Keeping You in Flow
4) Showing New POV
5) Being Authentic
6) Raising Questions
7) Creating Shared
Experiences
8) Allowing Independent
Exploration
41. Games Are Good At…
3) Keeping You in Flow
4) Showing New POV
5) Being Authentic
6) Raising Questions
7) Creating Shared
Experience
8) Allowing Independent
Exploration
9) Practice for Dangerous
Situations
42. Games Are Good At…
4) Showing New POV
5) Being Authentic
6) Raising Questions
7) Creating Shared
Experiences
8) Allowing Independent
Exploration
9) Practice for Dangerous
Situations
10) Creation of Teachable
Moments
43. Games Are Good At…
5) Being Authentic
6) Raising Questions
7) Creating Shared
Experiences
8) Allowing Independent
Exploration
9) Practice for Dangerous
Situations
10) Creation of Teachable
Moments
11) Giving Students
Ownership
44. I can learn anything myself.
School is a tool,
but who I become
is up to me, and no one else.
46.
1) Being Cheap
2) Tricking Students Into
Learning
3) Limitless Exploration
4) Adhering to Time Limits
5) Understanding Mistakes
6) Long Shelf Lives
7) Staying Interesting Forever
1. Giving the Brain What it
Wants
2. Illustrating Complex Systems
3. Keeping You in Flow
4. Showing New POV
5. Being Authentic
6. Raising Questions
7. Creating Shared Experiences
8. Allowing Independent
Exploration
9. Practice for Dangerous
Situations
10. Creation of Teachable
Moments
11. Giving Students Ownership