Alternate reality gaming

Kim, Jeffrey Y.; Allen, Jonathan P.; Lee, Elan

doi:10.1145/1314215.1314222

Cited by 51 publications

(20 citation statements)

References 2 publications

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“…Definition of the term has previously proved difficult, as various sources tend to focus on different aspects of the genre. However, an analysis and amalgamation of aspects of 15 sources (Alternate Reality Gaming Network, 2002;Bono and Breeze, 2008;Bonsignore et al, 2012;Chess and Booth, 2013;Dena, 2008;Gurzick et al, 2011;Hakulinen, 2013;Hansen et al, 2013;Kim et al, 2008;Martin and Chatfield, 2006;McGonigal, 2003b;Ornebring, 2007;Stewart, 2008;Szulborski, 2005;Unfiction, 2002) presents the following succinct definition: "An alternate reality game is a game that focuses on delivering a platformless, fragmented narrative experience to its players. This narrative is progressed through the collaborative solving of puzzles that, along with the narrative, is delivered through the use of multiple mediums (audio, text, and video, amongst others) and technologies that utilise these media.…”

Section: Defining Argsmentioning

confidence: 99%

Exercising library and information literacies through alternate reality gaming

Jerrett

Bothma

Beer

2017

AJIM

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PurposeTeaching students/library patrons 21st century literacies (such as information and library literacies) is important within a library setting. As such, finding an appropriate manner to teach these skills in a practical manner at tertiary level is important. As vehicles for constructivist learning, games provide a unique opportunity to teach these 21st century literacies in an engaging, practical, format. This article discusses the implementation of an alternate reality game (ARG) to teach these literacies through gameplay. ApproachAn ARG was designed and developed where the core gameplay tasks taught and exercised 21st century literacies. The game, once completed, was then analysed as a case study to determine the effectiveness of the game-based approach to literacy learning. FindingsThroughout the play of the game, players spent increasingly more time in the library, often using it as a common meeting point during play. Players reported that they learnt or exercised the skills that each game task focused on, additionally noting that the game-based context made the process of learning and exercising these skills more enjoyable. Value/OriginalityThe findings suggest that the creation of games, whether real world or digital, may be useful in engaging students/patrons with 21st century literacies as well as with their local library. The documentation of a successful ARG to teach 21st century literacies provides a model for future research to follow when designing engaging library-oriented games. Article ClassificationResearch Article

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Section: Defining Argsmentioning

confidence: 99%

Exercising library and information literacies through alternate reality gaming

Jerrett

Bothma

Beer

2017

AJIM

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“…The use of cross media (unfiction inc, 2002) is one of the unique characteristics of ARGs. ARGs use multimedia to a large extent (digital media) but also employ multiple types of media (Hansen et al, 2013;Kim et al, 2008;McGonigal, 2003aMcGonigal, , 2004. The usage of "real technologies" like email, letters, packages and other physical media adds to the effectivity of the integrated reality of the game (Bono and Breeze, 2008;Dena, 2008;McGonigal, 2003a).…”

Section: Characteristics Of Alternate Reality Gamesmentioning

confidence: 99%

Alternate reality games (ARG) as innovative digital information sources

Beer

Bothma

2016

Library Hi Tech

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Alternate reality games (ARG) as innovative digital information sourcesPurpose The article presents the gathering, integration and analysis of digital information sources for the creation of a conceptual framework for ARGs. ARGs hold potential for libraries, education, healthcare and many other sectors.Design/methodology/approach -Case studies were performed on three previously played ARGs to create case reports. The various digital information sources for each game, sourced from multiple media, are compiled into a chronologically ordered game narrative which formed the case reports. The focus of the article is on the analysis of the case reports using constant comparative analysis to identify categories and subcategories. Relationships are established, based on each game, between the categories and sub categories to inform the creation of game diagrams. The game diagrams are then combined to create a conceptual framework that describes the functioning and components of an ARG.Findings -The conceptual framework effectively described the types of information found within an ARG as well as how these different categories of information interact and link to one another. The framework also provides an abstract description of the components of ARGs, namely narrative, game actions and community.Originality/value -The conceptual framework produced by the analysis enables an understanding of ARGs and how they are played and designed. Insight into how to analyse ARGs based on the information generated for the play of the game by both the players and the game designers is gained. Where other studies have provided insight into the phenomena of ARGs, this study focuses on constructing a conceptual framework of ARGs using the information generated by the game.

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“…On the other hand, there are examples of ARGs that have managed to immerse participants into collaborative problem solving and to see a lot of effort to play the game [95,157]. This raises a question if ARGs, in some form, could be used to engage people in solving problems that are specially built keeping in mind the educational goals set for them.…”

Section: Rq22 Are There Differences In Terms Of Achievement Goal Ormentioning

confidence: 99%

“…Beast [95] and The Truth About Marika [157]), the use of ARGs in education has raised some interest. Beer and Holmner [16] used an alternate reality game as a capstone course in a multimedia post-graduate degree.…”

Section: Educational Alternate Reality Gamesmentioning

confidence: 99%

QR code programming tasks with automated assessment

Hakulinen

Malmi

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a nongameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with masteryextrinsic and performance-avoidance orientations.Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs. Tiivistelmä Väitöskirjassa tarkastellaan kahta pelillistä tapaa monimuotoistaa tietotekniikan opetusta: 1) suoritusmerkit ja 2) vaihtoehtotodellisuuspelit.Pelillistämisellä tarkoitetaan pelielementtien soveltamista eri ympäristöissä. Suoritusmerkit ovat eräs yleinen pelillistämisen keino, jolla voidaan tarjota opiskelijoille vapaaehtoisia lisä-haasteita. Väitöskir...

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Alternate reality gaming

Abstract: Millions update the state of the game on the way to a common conclusion, in one case to help the Operator regain control of a spaceship and bring her crew back to the future.

Cited by 51 publications

References 2 publications

Exercising library and information literacies through alternate reality gaming

Exercising library and information literacies through alternate reality gaming

Alternate reality games (ARG) as innovative digital information sources

QR code programming tasks with automated assessment

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