Interactive+Fiction

__**Resources from YIS Weekend Workshop**__

//** "You and your team have found a cure for cancer. Unfortunately, in six days, the world will end. What do you do?" **//

One Chance After having a discussion with a colleague about the illusion of choice versus actual choice in games, he directed me to a haunting flash game named One Chance that takes 5 minutes to play through and is best played with a set of headphones.As the name suggests, it’s a game that you can only play once (however, by deleting your cookies & browsing history you can reply the game and I highly recommend it) and your choices have very real consequences. One can only describe it as an amazing experience.

Think about how the game structured your learning? How did the game make you feel? Did you feel that your decisions would have consequences?

In good learning, learners must feel like they matter, like the choices they have are real, and that these choices have consequences. Talk briefly about your thoughts on choice v the illusion of choice - either in this game or more generally in your classroom.

Record a video (or audio) reflection of your observations, post them to youtube, and then link to them back here.

1. Play the game of 31 until you have found the secret numbers which help you to win. 2. Generalising the game - 3. In the fourth game, the 'N' indicates that the target could be any number. Even though you do not know the target total, what are all the secret numbers which will let you win? 4. In the last game above, you do not know either the target total or the number of cards available. Can you still describe what the secret numbers are? 5. Who should go first? Can you find a method for quickly determining who should go first in any given game? Test your theory. 6. Look again at the original game of 31 using cards 1 to 6. It is possible for either the first or second player to win - how?
 * Game of 31**
 * **Target** || **Cards** || **Secret Number**s ||
 * 31 || 1 to 6 ||  ||
 * 28 || 1 to 6 ||  ||
 * 33 || 1 to 6 ||  ||
 * N || 1 to 6 ||  ||
 * 19 || 1 to 5 ||  ||
 * 15 || 1 to 4 ||  ||
 * 37 || 1 to 7 ||  ||
 * N || 1 to x ||  ||

Liars Dice - Red Dead Redemption

3 Musketeers Design Challenge Ideas

QWOP As an example of missing links in the feedback chain - ie. Hattie, real time, formative, targeted and specific

Temple Run Activity Link John Hatties The Power of Feedback (Visible learning) to the feedback given in games i.e.. The feedback provided is in in real time, formative, targeted and specific. – relate this to my running and latest blog post.

Different games ie. Story/narrative driven or game i.e.. Arcade, etc. Look at feedback and relate to games - feed up, feedback, feedforward etc. and make clear that if you don;t give your students a chance to respond to feedback than the feedback is as good as useless. Bring in research.

**Rock, Paper, Scissors** - Game Elements

3D GameLab World of ClassCraft FourSquare ClassDojo Quantum Victoria MInecraft Zombies, Run! DIY - Game Designer
 * Gamification Examples**

Cult of Done Manifesto

Alternate Reality Gaming - The Virus 123D Character Design Cloak of Darkness: Using IF for Systems Thinking (handouts, assessment etc.)

Twine Twine Tutorial

Quest Quest Tutorial Deliver Me to Hell - Interactive Youtube Video