<article>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#article10_03_12_1536244</id>
	<title>University of Wyoming Studies Video Games</title>
	<author>kdawson</author>
	<datestamp>1268415780000</datestamp>
	<htmltext>krou writes <i>"The Christian Science Monitor has an interesting story about how the University of Wyoming's English Department is <a href="http://www.csmonitor.com/From-the-news-wires/2010/0311/University-of-Wyoming-studies-video-games">helping fund a collective called the Learning Games Initiative</a> to study video games. <a href="http://jason.dighumanities.org/cv/">Jason Thompson</a>, an assistant professor at UW who is part of the group, explains that 'it's a group of people [who] do research on games, do development on games, and keep an archive of games printed matter such as manuals, ... systems, all of it. We really look at games as cultural artifacts; things that reveal theology, things that reveal power. Things that should be studied in the academy.' The English Department has been very open-minded with the project, because they understand that gaming can educate people, and that 'we can expand our notion of what text and study is; the idea that it might be fun doesn't necessarily preclude its study.' Thompson believes that it's important for academia to study gaming, because games could be used in the future as a type of textbook: 'if games can teach, then as teachers shouldn't we understand what kind of teaching's going on?'"</i></htmltext>
<tokenext>krou writes " The Christian Science Monitor has an interesting story about how the University of Wyoming 's English Department is helping fund a collective called the Learning Games Initiative to study video games .
Jason Thompson , an assistant professor at UW who is part of the group , explains that 'it 's a group of people [ who ] do research on games , do development on games , and keep an archive of games printed matter such as manuals , ... systems , all of it .
We really look at games as cultural artifacts ; things that reveal theology , things that reveal power .
Things that should be studied in the academy .
' The English Department has been very open-minded with the project , because they understand that gaming can educate people , and that 'we can expand our notion of what text and study is ; the idea that it might be fun does n't necessarily preclude its study .
' Thompson believes that it 's important for academia to study gaming , because games could be used in the future as a type of textbook : 'if games can teach , then as teachers should n't we understand what kind of teaching 's going on ?
' "</tokentext>
<sentencetext>krou writes "The Christian Science Monitor has an interesting story about how the University of Wyoming's English Department is helping fund a collective called the Learning Games Initiative to study video games.
Jason Thompson, an assistant professor at UW who is part of the group, explains that 'it's a group of people [who] do research on games, do development on games, and keep an archive of games printed matter such as manuals, ... systems, all of it.
We really look at games as cultural artifacts; things that reveal theology, things that reveal power.
Things that should be studied in the academy.
' The English Department has been very open-minded with the project, because they understand that gaming can educate people, and that 'we can expand our notion of what text and study is; the idea that it might be fun doesn't necessarily preclude its study.
' Thompson believes that it's important for academia to study gaming, because games could be used in the future as a type of textbook: 'if games can teach, then as teachers shouldn't we understand what kind of teaching's going on?
'"</sentencetext>
</article>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454590</id>
	<title>Re:So, class, what have you learned?</title>
	<author>MaximvsG</author>
	<datestamp>1268423520000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><i> So... what lessons have we all learned from playing World of Warcraft, etc.? </i><p>


The finer points of ninja looting.</p></htmltext>
<tokenext>So... what lessons have we all learned from playing World of Warcraft , etc. ?
The finer points of ninja looting .</tokentext>
<sentencetext> So... what lessons have we all learned from playing World of Warcraft, etc.?
The finer points of ninja looting.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454020</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31456282</id>
	<title>Re:Heh</title>
	<author>sorak</author>
	<datestamp>1268387460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not, but who knows?</p></div><p>His first study was entitled "Why do people keep punching me?" Unfortunately, he concluded that gamers \_are\_prone to violence.</p></div>
	</htmltext>
<tokenext>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not , but who knows ? His first study was entitled " Why do people keep punching me ?
" Unfortunately , he concluded that gamers \ _are \ _prone to violence .</tokentext>
<sentencetext>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not, but who knows?His first study was entitled "Why do people keep punching me?
" Unfortunately, he concluded that gamers \_are\_prone to violence.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453788</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457018</id>
	<title>Re:A great excuse...</title>
	<author>Hurricane78</author>
	<datestamp>1268390280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>&ldquo;fun&rdquo; is actually well-defined in the game design business.<br>Fun is happiness with surprises.<br>Happiness is when something that does you good happens. (Mindset/biomass expansion/improvement/preservation. Even if only virtual/simulated.)<br>And surprises are when something happened that you didn&rsquo;t expect. (The more differing from your mental model&rsquo;s predictions, the more surprising.) With surprises you learn something new. And that is usually an advantage.</p><p>Hence the reason that combination makes us feel exceptionally well.</p><p>What you usually do that for, is to solve problems / achieve goals (really the same thing).<br>Either in reality. Or with a good toy, as training/preparation for your mental model.</p></htmltext>
<tokenext>   fun    is actually well-defined in the game design business.Fun is happiness with surprises.Happiness is when something that does you good happens .
( Mindset/biomass expansion/improvement/preservation .
Even if only virtual/simulated .
) And surprises are when something happened that you didn    t expect .
( The more differing from your mental model    s predictions , the more surprising .
) With surprises you learn something new .
And that is usually an advantage.Hence the reason that combination makes us feel exceptionally well.What you usually do that for , is to solve problems / achieve goals ( really the same thing ) .Either in reality .
Or with a good toy , as training/preparation for your mental model .</tokentext>
<sentencetext>“fun” is actually well-defined in the game design business.Fun is happiness with surprises.Happiness is when something that does you good happens.
(Mindset/biomass expansion/improvement/preservation.
Even if only virtual/simulated.
)And surprises are when something happened that you didn’t expect.
(The more differing from your mental model’s predictions, the more surprising.
) With surprises you learn something new.
And that is usually an advantage.Hence the reason that combination makes us feel exceptionally well.What you usually do that for, is to solve problems / achieve goals (really the same thing).Either in reality.
Or with a good toy, as training/preparation for your mental model.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454352</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453922</id>
	<title>Re:A great excuse...</title>
	<author>Anonymous</author>
	<datestamp>1268420280000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>Exactly.. What is there to study? Of course the games mold mushy minds of children, especially without the proper counter influence, precisely the same way advertising does to adults, politics being the best example. Jeezus! Every dumbass marketing agent knows how it works.</p></htmltext>
<tokenext>Exactly.. What is there to study ?
Of course the games mold mushy minds of children , especially without the proper counter influence , precisely the same way advertising does to adults , politics being the best example .
Jeezus ! Every dumbass marketing agent knows how it works .</tokentext>
<sentencetext>Exactly.. What is there to study?
Of course the games mold mushy minds of children, especially without the proper counter influence, precisely the same way advertising does to adults, politics being the best example.
Jeezus! Every dumbass marketing agent knows how it works.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453740</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454678</id>
	<title>Re:Unless things have changed...</title>
	<author>oneiros27</author>
	<datestamp>1268423880000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>... as overpriced, required purchases that the teacher never ends up using in class?</p><p>... as ways for the teacher to push up the sales of things they wrote?</p></htmltext>
<tokenext>... as overpriced , required purchases that the teacher never ends up using in class ? .. .
as ways for the teacher to push up the sales of things they wrote ?</tokentext>
<sentencetext>... as overpriced, required purchases that the teacher never ends up using in class?...
as ways for the teacher to push up the sales of things they wrote?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454348</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453990</id>
	<title>Re:Wonderfully insightful</title>
	<author>Monkeedude1212</author>
	<datestamp>1268420580000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Universities tend to be the place where this kind of "out of box" thinking takes place.</p><p>However, just because an approach is tried doesn't mean it filters down to the rest of the education process.</p></htmltext>
<tokenext>Universities tend to be the place where this kind of " out of box " thinking takes place.However , just because an approach is tried does n't mean it filters down to the rest of the education process .</tokentext>
<sentencetext>Universities tend to be the place where this kind of "out of box" thinking takes place.However, just because an approach is tried doesn't mean it filters down to the rest of the education process.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453850</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457036</id>
	<title>Re:So, class, what have you learned?</title>
	<author>Anonymous</author>
	<datestamp>1268390340000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>VBS (Virtual Battlespace), VBS2 and the like are excellent examples of what a fun game can become.  Serious Games aren't just some half ass second life environment.  There are real and valuable reasons why virtual training and  learning is so vital.  The mindset of the knowledge centers in various disciplines needs to change as they still think it is mental masturbation, however it is rather well documented that this can be a very important and even life saving method of training.</p><p>Check out Paul Roman's talk:  http://ctsds.psav.com/itsec/mpeg/roman/<br>Here is a site that seems to gather this sort of information as well:  http://battlegroundsims.com/</p><p>I say if you can increase situational awareness and survivability in soldiers going into combat with a video game, it is worth looking into.</p></htmltext>
<tokenext>VBS ( Virtual Battlespace ) , VBS2 and the like are excellent examples of what a fun game can become .
Serious Games are n't just some half ass second life environment .
There are real and valuable reasons why virtual training and learning is so vital .
The mindset of the knowledge centers in various disciplines needs to change as they still think it is mental masturbation , however it is rather well documented that this can be a very important and even life saving method of training.Check out Paul Roman 's talk : http : //ctsds.psav.com/itsec/mpeg/roman/Here is a site that seems to gather this sort of information as well : http : //battlegroundsims.com/I say if you can increase situational awareness and survivability in soldiers going into combat with a video game , it is worth looking into .</tokentext>
<sentencetext>VBS (Virtual Battlespace), VBS2 and the like are excellent examples of what a fun game can become.
Serious Games aren't just some half ass second life environment.
There are real and valuable reasons why virtual training and  learning is so vital.
The mindset of the knowledge centers in various disciplines needs to change as they still think it is mental masturbation, however it is rather well documented that this can be a very important and even life saving method of training.Check out Paul Roman's talk:  http://ctsds.psav.com/itsec/mpeg/roman/Here is a site that seems to gather this sort of information as well:  http://battlegroundsims.com/I say if you can increase situational awareness and survivability in soldiers going into combat with a video game, it is worth looking into.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454020</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31455340</id>
	<title>I hope...</title>
	<author>Anonymous</author>
	<datestamp>1268426640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I hope he is no relation to Jack</htmltext>
<tokenext>I hope he is no relation to Jack</tokentext>
<sentencetext>I hope he is no relation to Jack</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453850</id>
	<title>Wonderfully insightful</title>
	<author>bjk002</author>
	<datestamp>1268419980000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p>Challenging status-quo thinking has always met with resistance.  It is refreshing that the university is embracing a non-traditional approach to thinking about education, and the opportunities for education that exist in the current media children and students are actively embracing.</p></htmltext>
<tokenext>Challenging status-quo thinking has always met with resistance .
It is refreshing that the university is embracing a non-traditional approach to thinking about education , and the opportunities for education that exist in the current media children and students are actively embracing .</tokentext>
<sentencetext>Challenging status-quo thinking has always met with resistance.
It is refreshing that the university is embracing a non-traditional approach to thinking about education, and the opportunities for education that exist in the current media children and students are actively embracing.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454348</id>
	<title>Unless things have changed...</title>
	<author>swanzilla</author>
	<datestamp>1268422380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>TFA: <p><div class="quote"><p>Perrell explains that he sees great potential for video games to be used in the same capacity as today's college textbooks.</p></div><p>
Seldomly?</p></div>
	</htmltext>
<tokenext>TFA : Perrell explains that he sees great potential for video games to be used in the same capacity as today 's college textbooks .
Seldomly ?</tokentext>
<sentencetext>TFA: Perrell explains that he sees great potential for video games to be used in the same capacity as today's college textbooks.
Seldomly?
	</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457506</id>
	<title>Re:A great excuse...</title>
	<author>Keill</author>
	<datestamp>1268392200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Unfortunately, we still have a very big problem at this time, lying at the centre of ALL of this, but I'm trying to write a paper about it, and so can't really discuss it fully (:-/).</p><p>Suffice to say, that at this moment in time, GAMES, (as a whole), are NOT fully understood/recognised for what they are...  Things such as game theory etc. cover the psychological aspects underpinning the mechanics of games, (i.e. how and why they work), but don't fully explain what they actually ARE, and how they fit in and are related to everything else we do.  (Which is exactly what my paper is about).</p><p>So yes, even though we can discuss games from a psychological, (and from there, biological), and philosophical perspective, it's still NOT enough, and so I REALLY need to get this paper written (and published) - but I'm finding it really hard.. (I need help - I have NO academic background at all, and it shows<nobr> <wbr></nobr>:-/ ).</p></htmltext>
<tokenext>Unfortunately , we still have a very big problem at this time , lying at the centre of ALL of this , but I 'm trying to write a paper about it , and so ca n't really discuss it fully ( : -/ ) .Suffice to say , that at this moment in time , GAMES , ( as a whole ) , are NOT fully understood/recognised for what they are... Things such as game theory etc .
cover the psychological aspects underpinning the mechanics of games , ( i.e .
how and why they work ) , but do n't fully explain what they actually ARE , and how they fit in and are related to everything else we do .
( Which is exactly what my paper is about ) .So yes , even though we can discuss games from a psychological , ( and from there , biological ) , and philosophical perspective , it 's still NOT enough , and so I REALLY need to get this paper written ( and published ) - but I 'm finding it really hard.. ( I need help - I have NO academic background at all , and it shows : -/ ) .</tokentext>
<sentencetext>Unfortunately, we still have a very big problem at this time, lying at the centre of ALL of this, but I'm trying to write a paper about it, and so can't really discuss it fully (:-/).Suffice to say, that at this moment in time, GAMES, (as a whole), are NOT fully understood/recognised for what they are...  Things such as game theory etc.
cover the psychological aspects underpinning the mechanics of games, (i.e.
how and why they work), but don't fully explain what they actually ARE, and how they fit in and are related to everything else we do.
(Which is exactly what my paper is about).So yes, even though we can discuss games from a psychological, (and from there, biological), and philosophical perspective, it's still NOT enough, and so I REALLY need to get this paper written (and published) - but I'm finding it really hard.. (I need help - I have NO academic background at all, and it shows :-/ ).</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454352</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31455362</id>
	<title>You insensi7iave clod!</title>
	<author>Anonymous</author>
	<datestamp>1268426640000</datestamp>
	<modclass>Offtopic</modclass>
	<modscore>-1</modscore>
	<htmltext>juggernaut either The wind aapeared</htmltext>
<tokenext>juggernaut either The wind aapeared</tokentext>
<sentencetext>juggernaut either The wind aapeared</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31456014</id>
	<title>Re:A great excuse...</title>
	<author>skids</author>
	<datestamp>1268386320000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>If we could escape the narrow thinking on all sides -- by game programmers, by parents and politicians, and by educators -- we might realize that the interactive gaming experience can teach certain skills and thought processes much better than any traditional learning technique.</p><p>Really we have flat out failed to utilize this medium for educational purposes.  Failed hard.  Games used to have good puzzles.  They've just been getting dumber and dumber with more explosions and guts.  When they do have puzzles they are trite copies of old puzzles from titles past.</p><p>Even Prince Of Persia is more about visual recognition than thinking these days.</p><p>And it's not like these things have to be done in separate titles.  You could teach someone algebraic rules without ever exposing them to an X or a Y, while they were enjoying themselves, no less.</p><p>I say keep the explosions and guts, but hide the god gun behind something you have to think to get through.  If the ESRB could get over itself and offer a rating for educational content that is independent of a games puritanism score, that would be one tiny step forward and would give the developers something to shoot for.  But for the ESRB I fear that would be a huge step.</p></htmltext>
<tokenext>If we could escape the narrow thinking on all sides -- by game programmers , by parents and politicians , and by educators -- we might realize that the interactive gaming experience can teach certain skills and thought processes much better than any traditional learning technique.Really we have flat out failed to utilize this medium for educational purposes .
Failed hard .
Games used to have good puzzles .
They 've just been getting dumber and dumber with more explosions and guts .
When they do have puzzles they are trite copies of old puzzles from titles past.Even Prince Of Persia is more about visual recognition than thinking these days.And it 's not like these things have to be done in separate titles .
You could teach someone algebraic rules without ever exposing them to an X or a Y , while they were enjoying themselves , no less.I say keep the explosions and guts , but hide the god gun behind something you have to think to get through .
If the ESRB could get over itself and offer a rating for educational content that is independent of a games puritanism score , that would be one tiny step forward and would give the developers something to shoot for .
But for the ESRB I fear that would be a huge step .</tokentext>
<sentencetext>If we could escape the narrow thinking on all sides -- by game programmers, by parents and politicians, and by educators -- we might realize that the interactive gaming experience can teach certain skills and thought processes much better than any traditional learning technique.Really we have flat out failed to utilize this medium for educational purposes.
Failed hard.
Games used to have good puzzles.
They've just been getting dumber and dumber with more explosions and guts.
When they do have puzzles they are trite copies of old puzzles from titles past.Even Prince Of Persia is more about visual recognition than thinking these days.And it's not like these things have to be done in separate titles.
You could teach someone algebraic rules without ever exposing them to an X or a Y, while they were enjoying themselves, no less.I say keep the explosions and guts, but hide the god gun behind something you have to think to get through.
If the ESRB could get over itself and offer a rating for educational content that is independent of a games puritanism score, that would be one tiny step forward and would give the developers something to shoot for.
But for the ESRB I fear that would be a huge step.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453922</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453788</id>
	<title>Heh</title>
	<author>Pojut</author>
	<datestamp>1268419620000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not, but who knows?</p></htmltext>
<tokenext>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not , but who knows ?</tokentext>
<sentencetext>I wonder if having a name so similar to Jack Thompson caused any problems for this guy...probably not, but who knows?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454624</id>
	<title>That's nothing...</title>
	<author>ArcadeNut</author>
	<datestamp>1268423640000</datestamp>
	<modclass>Troll</modclass>
	<modscore>0</modscore>
	<htmltext><p>I've lived through the video game era.. (Yes, I'm that old!)  No need to study what I experienced first hand.</p></htmltext>
<tokenext>I 've lived through the video game era.. ( Yes , I 'm that old !
) No need to study what I experienced first hand .</tokentext>
<sentencetext>I've lived through the video game era.. (Yes, I'm that old!
)  No need to study what I experienced first hand.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453792</id>
	<title>English Departments</title>
	<author>Anonymous</author>
	<datestamp>1268419620000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>with nothing better to do.</p><p>Take a good look down the tracks. Your department will be<br>deleted. At least you'll be able to play video games if you can't work as drone in their production.</p><p>Yours In Ufa,<br>Kilgore Trout</p></htmltext>
<tokenext>with nothing better to do.Take a good look down the tracks .
Your department will bedeleted .
At least you 'll be able to play video games if you ca n't work as drone in their production.Yours In Ufa,Kilgore Trout</tokentext>
<sentencetext>with nothing better to do.Take a good look down the tracks.
Your department will bedeleted.
At least you'll be able to play video games if you can't work as drone in their production.Yours In Ufa,Kilgore Trout</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453740</id>
	<title>A great excuse...</title>
	<author>Anonymous</author>
	<datestamp>1268419440000</datestamp>
	<modclass>Funny</modclass>
	<modscore>2</modscore>
	<htmltext><p>... for those who want to play games and love analyzing the shit out of games.</p><p>An academic discipline full of fanboys, I can't wait!</p></htmltext>
<tokenext>... for those who want to play games and love analyzing the shit out of games.An academic discipline full of fanboys , I ca n't wait !</tokentext>
<sentencetext>... for those who want to play games and love analyzing the shit out of games.An academic discipline full of fanboys, I can't wait!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457166</id>
	<title>Re:Wonderfully insightful</title>
	<author>Hurricane78</author>
	<datestamp>1268390820000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Exactly. And actually, scientifically, games ARE education. They are the original natural form of education. How we are meant to learn.</p><p>School has taken out the fun (and hence the natural drive that made us learn all by ourselves) and replaced with drill (blind following/belief and repetitive execution). Which is obvious for a system that has its origins in being military drill, but for children. (Bismarck invented it for just that purpose.)<br>Seen in the long term, <em>school</em> is the non-traditional form. Games are there since before humanity exists. Just look at young animals, like dogs and cats, playing.</p><p>Which is why I really hope, we will get back to that. There is no better deal than games. Every child wants to play them. Now all we have to do is make them about things that are useful for humans. Hunting is not so much useful anymore. But social skills are extremely useful. Leadership skills are. Interestingly, MMOs are very close to that already. I think they are for that very reason.<br>But math, physics, language, and all the old stuff, should be just as fun.<br>A good game about those topics is one, that kids play because they WANT. Not because they have to.</p></htmltext>
<tokenext>Exactly .
And actually , scientifically , games ARE education .
They are the original natural form of education .
How we are meant to learn.School has taken out the fun ( and hence the natural drive that made us learn all by ourselves ) and replaced with drill ( blind following/belief and repetitive execution ) .
Which is obvious for a system that has its origins in being military drill , but for children .
( Bismarck invented it for just that purpose .
) Seen in the long term , school is the non-traditional form .
Games are there since before humanity exists .
Just look at young animals , like dogs and cats , playing.Which is why I really hope , we will get back to that .
There is no better deal than games .
Every child wants to play them .
Now all we have to do is make them about things that are useful for humans .
Hunting is not so much useful anymore .
But social skills are extremely useful .
Leadership skills are .
Interestingly , MMOs are very close to that already .
I think they are for that very reason.But math , physics , language , and all the old stuff , should be just as fun.A good game about those topics is one , that kids play because they WANT .
Not because they have to .</tokentext>
<sentencetext>Exactly.
And actually, scientifically, games ARE education.
They are the original natural form of education.
How we are meant to learn.School has taken out the fun (and hence the natural drive that made us learn all by ourselves) and replaced with drill (blind following/belief and repetitive execution).
Which is obvious for a system that has its origins in being military drill, but for children.
(Bismarck invented it for just that purpose.
)Seen in the long term, school is the non-traditional form.
Games are there since before humanity exists.
Just look at young animals, like dogs and cats, playing.Which is why I really hope, we will get back to that.
There is no better deal than games.
Every child wants to play them.
Now all we have to do is make them about things that are useful for humans.
Hunting is not so much useful anymore.
But social skills are extremely useful.
Leadership skills are.
Interestingly, MMOs are very close to that already.
I think they are for that very reason.But math, physics, language, and all the old stuff, should be just as fun.A good game about those topics is one, that kids play because they WANT.
Not because they have to.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453850</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31460536</id>
	<title>Re:Heh</title>
	<author>jthomp32</author>
	<datestamp>1268407680000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Nope, never did. Besides, that other Thompson--I could take him.</htmltext>
<tokenext>Nope , never did .
Besides , that other Thompson--I could take him .</tokentext>
<sentencetext>Nope, never did.
Besides, that other Thompson--I could take him.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453788</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457586</id>
	<title>At the other UW (University of Washington)...</title>
	<author>Merc248</author>
	<datestamp>1268392500000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>... there's a game studies collective called the "Critical Gaming Project" (http://depts.washington.edu/critgame), which is ran by a few English graduate students.  I've taken a class from them once, and it was interesting to see what sort of ways we can actually read into games.  We've read stuff from Henry Jenkins from USC (he used to be at MIT's Media Lab for a decade I believe), Espen Aarseth, etc.  Games studies is still an emerging field, and there seems to be a lot of interesting things coming out of that field of work.</p></htmltext>
<tokenext>... there 's a game studies collective called the " Critical Gaming Project " ( http : //depts.washington.edu/critgame ) , which is ran by a few English graduate students .
I 've taken a class from them once , and it was interesting to see what sort of ways we can actually read into games .
We 've read stuff from Henry Jenkins from USC ( he used to be at MIT 's Media Lab for a decade I believe ) , Espen Aarseth , etc .
Games studies is still an emerging field , and there seems to be a lot of interesting things coming out of that field of work .</tokentext>
<sentencetext>... there's a game studies collective called the "Critical Gaming Project" (http://depts.washington.edu/critgame), which is ran by a few English graduate students.
I've taken a class from them once, and it was interesting to see what sort of ways we can actually read into games.
We've read stuff from Henry Jenkins from USC (he used to be at MIT's Media Lab for a decade I believe), Espen Aarseth, etc.
Games studies is still an emerging field, and there seems to be a lot of interesting things coming out of that field of work.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31455106</id>
	<title>Re:Not the best job ever.</title>
	<author>Anonymous</author>
	<datestamp>1268425620000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Speak for yourself.  What data do you have to support any of your conclusions?  Also, what's with this?</p><p><i>no exceptions</i></p><p><i>this is the reality for only a tiny percentage of global population</i></p><p>So which one is it in your disturbed world view?</p></htmltext>
<tokenext>Speak for yourself .
What data do you have to support any of your conclusions ?
Also , what 's with this ? no exceptionsthis is the reality for only a tiny percentage of global populationSo which one is it in your disturbed world view ?</tokentext>
<sentencetext>Speak for yourself.
What data do you have to support any of your conclusions?
Also, what's with this?no exceptionsthis is the reality for only a tiny percentage of global populationSo which one is it in your disturbed world view?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454192</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31458112</id>
	<title>Video Games</title>
	<author>Anonymous</author>
	<datestamp>1268395140000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Studies University of Wyoming  in Soviet Russia!</p></htmltext>
<tokenext>Studies University of Wyoming in Soviet Russia !</tokentext>
<sentencetext>Studies University of Wyoming  in Soviet Russia!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31459938</id>
	<title>Re:Heh</title>
	<author>Perrell</author>
	<datestamp>1268403480000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>It's come up around the water cooler once or twice<nobr> <wbr></nobr>;)</htmltext>
<tokenext>It 's come up around the water cooler once or twice ; )</tokentext>
<sentencetext>It's come up around the water cooler once or twice ;)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453788</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454020</id>
	<title>So, class, what have you learned?</title>
	<author>Locke2005</author>
	<datestamp>1268420700000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>3</modscore>
	<htmltext><i>they understand that gaming can educate people</i> So... what lessons have we all learned from playing World of Warcraft, etc.?<br> <br>
Actually, I believe if you play as a team, you do learn valuable lessons about how to organize a team of diverse individuals over the internet to achieve a common goal, and that does help prepare you for connected knowledge work in the future. Unfortunately, I almost always play solo, in which case it is little more than mental masturbation.</htmltext>
<tokenext>they understand that gaming can educate people So... what lessons have we all learned from playing World of Warcraft , etc. ?
Actually , I believe if you play as a team , you do learn valuable lessons about how to organize a team of diverse individuals over the internet to achieve a common goal , and that does help prepare you for connected knowledge work in the future .
Unfortunately , I almost always play solo , in which case it is little more than mental masturbation .</tokentext>
<sentencetext>they understand that gaming can educate people So... what lessons have we all learned from playing World of Warcraft, etc.?
Actually, I believe if you play as a team, you do learn valuable lessons about how to organize a team of diverse individuals over the internet to achieve a common goal, and that does help prepare you for connected knowledge work in the future.
Unfortunately, I almost always play solo, in which case it is little more than mental masturbation.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454570</id>
	<title>Re:Heh</title>
	<author>Etrias</author>
	<datestamp>1268423400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Jason Thompson...Jack Thompson's smarter brother.<br> <br>

Thank you, thank you.  I'll be here all week.</htmltext>
<tokenext>Jason Thompson...Jack Thompson 's smarter brother .
Thank you , thank you .
I 'll be here all week .</tokentext>
<sentencetext>Jason Thompson...Jack Thompson's smarter brother.
Thank you, thank you.
I'll be here all week.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453788</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454864</id>
	<title>test</title>
	<author>Singularity42</author>
	<datestamp>1268424720000</datestamp>
	<modclass>None</modclass>
	<modscore>-1</modscore>
	<htmltext><p>post</p></htmltext>
<tokenext>post</tokentext>
<sentencetext>post</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453814</id>
	<title>Fuck you, kdawson,:you suck cock, you suck cunt</title>
	<author>Anonymous</author>
	<datestamp>1268419800000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>Your son's a faggot and you're daughter's an Iranian.<nobr> <wbr></nobr>/obscure?</p></htmltext>
<tokenext>Your son 's a faggot and you 're daughter 's an Iranian .
/obscure ?</tokentext>
<sentencetext>Your son's a faggot and you're daughter's an Iranian.
/obscure?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454386</id>
	<title>see also</title>
	<author>Jodka</author>
	<datestamp>1268422560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Video gaming is already the subject of academic study elsewhere, for example see this summary of work by Daphne Bavelier, <a href="http://www.rochester.edu/news/show.php?id=2764" title="rochester.edu">"Action Video Games Sharpen Vision 20 Percent"</a> [rochester.edu]</p></htmltext>
<tokenext>Video gaming is already the subject of academic study elsewhere , for example see this summary of work by Daphne Bavelier , " Action Video Games Sharpen Vision 20 Percent " [ rochester.edu ]</tokentext>
<sentencetext>Video gaming is already the subject of academic study elsewhere, for example see this summary of work by Daphne Bavelier, "Action Video Games Sharpen Vision 20 Percent" [rochester.edu]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31455202</id>
	<title>Unfortunate name</title>
	<author>Anonymous</author>
	<datestamp>1268426040000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Heh.  I saw "Jason Thompson" and at first I read "Jack Thompson."</p></htmltext>
<tokenext>Heh .
I saw " Jason Thompson " and at first I read " Jack Thompson .
"</tokentext>
<sentencetext>Heh.
I saw "Jason Thompson" and at first I read "Jack Thompson.
"</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454192</id>
	<title>Not the best job ever.</title>
	<author>unity100</author>
	<datestamp>1268421480000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>3</modscore>
	<htmltext><p>no job can be the 'best job ever'. remember this : once you start doing something as job, it starts to be less 'fun' every day on and on, until at one point becoming a mere job itself.</p><p>no exceptions. it goes that way because people tend to dislike things that they are doing mandatorily and regularly, instead of doing them whenever they want to do them and desire to do them.</p><p>for any job to not go down the same way, the person needs to have a passion, an obsession with that particular job/activity. however, this is the reality for only a tiny percentage of global population. and we generally end up seeing them as prominent members of their fields, if they work in a field that has any media coverage or peer recognition.</p></htmltext>
<tokenext>no job can be the 'best job ever' .
remember this : once you start doing something as job , it starts to be less 'fun ' every day on and on , until at one point becoming a mere job itself.no exceptions .
it goes that way because people tend to dislike things that they are doing mandatorily and regularly , instead of doing them whenever they want to do them and desire to do them.for any job to not go down the same way , the person needs to have a passion , an obsession with that particular job/activity .
however , this is the reality for only a tiny percentage of global population .
and we generally end up seeing them as prominent members of their fields , if they work in a field that has any media coverage or peer recognition .</tokentext>
<sentencetext>no job can be the 'best job ever'.
remember this : once you start doing something as job, it starts to be less 'fun' every day on and on, until at one point becoming a mere job itself.no exceptions.
it goes that way because people tend to dislike things that they are doing mandatorily and regularly, instead of doing them whenever they want to do them and desire to do them.for any job to not go down the same way, the person needs to have a passion, an obsession with that particular job/activity.
however, this is the reality for only a tiny percentage of global population.
and we generally end up seeing them as prominent members of their fields, if they work in a field that has any media coverage or peer recognition.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454352</id>
	<title>Re:A great excuse...</title>
	<author>paeanblack</author>
	<datestamp>1268422380000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>5</modscore>
	<htmltext><p><i>An academic discipline full of fanboys, I can't wait!</i></p><p>I took a game analysis class last fall at MIT/GAMBIT, and went in with a similar attitude.</p><p>Yeah...there was a ton more reading and discussing heavy philosophy than I was expecting.</p><p>Deconstructing "fun" may seem like wanking, but it's serious business to the folks analyzing whether to gamble $50M on the next title.</p><p>Video game buyers are pretty fickle, and their answer to "what is fun" is generally "I know it when I see it". Development budgets have gotten large enough that investors need a little more than warm fuzzies before opening their wallets.</p></htmltext>
<tokenext>An academic discipline full of fanboys , I ca n't wait ! I took a game analysis class last fall at MIT/GAMBIT , and went in with a similar attitude.Yeah...there was a ton more reading and discussing heavy philosophy than I was expecting.Deconstructing " fun " may seem like wanking , but it 's serious business to the folks analyzing whether to gamble $ 50M on the next title.Video game buyers are pretty fickle , and their answer to " what is fun " is generally " I know it when I see it " .
Development budgets have gotten large enough that investors need a little more than warm fuzzies before opening their wallets .</tokentext>
<sentencetext>An academic discipline full of fanboys, I can't wait!I took a game analysis class last fall at MIT/GAMBIT, and went in with a similar attitude.Yeah...there was a ton more reading and discussing heavy philosophy than I was expecting.Deconstructing "fun" may seem like wanking, but it's serious business to the folks analyzing whether to gamble $50M on the next title.Video game buyers are pretty fickle, and their answer to "what is fun" is generally "I know it when I see it".
Development budgets have gotten large enough that investors need a little more than warm fuzzies before opening their wallets.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453740</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457524</id>
	<title>Beats the other wyoming past times</title>
	<author>Anonymous</author>
	<datestamp>1268392320000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>This means our university now has a 3rd major! what an excellent addition to meth and alcohol</p></htmltext>
<tokenext>This means our university now has a 3rd major !
what an excellent addition to meth and alcohol</tokentext>
<sentencetext>This means our university now has a 3rd major!
what an excellent addition to meth and alcohol</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454422</id>
	<title>Maybe</title>
	<author>lyinhart</author>
	<datestamp>1268422740000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext>This project might produce interesting results, depending on how they run things. Theology? Well, some Japanese games had references to Christian theology removed when brought to Western countries, including early Castlevania games and more recent games like Grandia 2 and Maken X. Politics? Poly Play, developed in Communist East Germany was awful (yet popular, since there wasn't much else to play there), but Tetris, developed in... wait for it... Soviet Russia became a cultural phenomenon. Then there's the supposed North Korean arcade: <a href="http://www.ukresistance.co.uk/2008/09/inside-north-korean-arcade.html" title="ukresistance.co.uk">http://www.ukresistance.co.uk/2008/09/inside-north-korean-arcade.html</a> [ukresistance.co.uk] Culturally, there's the usual topics of sex and violence in games. And increasingly, ethnicity and gender. Big whoop.<br> <br>

I just hope it doesn't turn out to be just like other university subdepartments dedicated to "specialty" studies, home to a bunch of self-righteous blowhards who don't really know what they're talking about.</htmltext>
<tokenext>This project might produce interesting results , depending on how they run things .
Theology ? Well , some Japanese games had references to Christian theology removed when brought to Western countries , including early Castlevania games and more recent games like Grandia 2 and Maken X. Politics ? Poly Play , developed in Communist East Germany was awful ( yet popular , since there was n't much else to play there ) , but Tetris , developed in... wait for it... Soviet Russia became a cultural phenomenon .
Then there 's the supposed North Korean arcade : http : //www.ukresistance.co.uk/2008/09/inside-north-korean-arcade.html [ ukresistance.co.uk ] Culturally , there 's the usual topics of sex and violence in games .
And increasingly , ethnicity and gender .
Big whoop .
I just hope it does n't turn out to be just like other university subdepartments dedicated to " specialty " studies , home to a bunch of self-righteous blowhards who do n't really know what they 're talking about .</tokentext>
<sentencetext>This project might produce interesting results, depending on how they run things.
Theology? Well, some Japanese games had references to Christian theology removed when brought to Western countries, including early Castlevania games and more recent games like Grandia 2 and Maken X. Politics? Poly Play, developed in Communist East Germany was awful (yet popular, since there wasn't much else to play there), but Tetris, developed in... wait for it... Soviet Russia became a cultural phenomenon.
Then there's the supposed North Korean arcade: http://www.ukresistance.co.uk/2008/09/inside-north-korean-arcade.html [ukresistance.co.uk] Culturally, there's the usual topics of sex and violence in games.
And increasingly, ethnicity and gender.
Big whoop.
I just hope it doesn't turn out to be just like other university subdepartments dedicated to "specialty" studies, home to a bunch of self-righteous blowhards who don't really know what they're talking about.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454558</id>
	<title>Re:So, class, what have you learned?</title>
	<author>Anonymous</author>
	<datestamp>1268423340000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>You know, as damaging as WoW can be, it does actually require a good deal of skills that children could benefit from. When you look at lower-class students in middle and high school especially you can see some benefits.</p><p>I mean, to play WoW you need to be able to:</p><ul> <li>Read</li><li>Do mathematics</li><li>Solve complex reasoning problems (building a character</li></ul><p>These really are pretty good things to teach children, to speak nothing of the teamwork aspects. WoW is a lot of things, but it is not a mindless diversion.</p></htmltext>
<tokenext>You know , as damaging as WoW can be , it does actually require a good deal of skills that children could benefit from .
When you look at lower-class students in middle and high school especially you can see some benefits.I mean , to play WoW you need to be able to : ReadDo mathematicsSolve complex reasoning problems ( building a characterThese really are pretty good things to teach children , to speak nothing of the teamwork aspects .
WoW is a lot of things , but it is not a mindless diversion .</tokentext>
<sentencetext>You know, as damaging as WoW can be, it does actually require a good deal of skills that children could benefit from.
When you look at lower-class students in middle and high school especially you can see some benefits.I mean, to play WoW you need to be able to: ReadDo mathematicsSolve complex reasoning problems (building a characterThese really are pretty good things to teach children, to speak nothing of the teamwork aspects.
WoW is a lot of things, but it is not a mindless diversion.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454020</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454202</id>
	<title>This is hilarious</title>
	<author>Klatoo55</author>
	<datestamp>1268421600000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>3</modscore>
	<htmltext>I was actually a classmate of one of the two guys doing this (Aaron Perell) and I distinctly recall being incredulous when he described a project he was working on as "playing a lot of video games."  It's funny to see this get thrown on to the CSM, since I got the impression that it was a minor exercise to keep bored college IT folk occupied.  Hopefully this ends up producing some interesting research so we can justify further studies of this nature - to the delight of grad students everywhere.</htmltext>
<tokenext>I was actually a classmate of one of the two guys doing this ( Aaron Perell ) and I distinctly recall being incredulous when he described a project he was working on as " playing a lot of video games .
" It 's funny to see this get thrown on to the CSM , since I got the impression that it was a minor exercise to keep bored college IT folk occupied .
Hopefully this ends up producing some interesting research so we can justify further studies of this nature - to the delight of grad students everywhere .</tokentext>
<sentencetext>I was actually a classmate of one of the two guys doing this (Aaron Perell) and I distinctly recall being incredulous when he described a project he was working on as "playing a lot of video games.
"  It's funny to see this get thrown on to the CSM, since I got the impression that it was a minor exercise to keep bored college IT folk occupied.
Hopefully this ends up producing some interesting research so we can justify further studies of this nature - to the delight of grad students everywhere.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454920</id>
	<title>Life Cycle ...</title>
	<author>Anonymous</author>
	<datestamp>1268424900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>TFS: "... because games could be used in the future as a type of textbook..."
<br> <br>
In ancient times: "Life is the best teacher"
<br> <br>
Technological progress enables mankind to virtualize life into a perfect game.
<br> <br><nobr> <wbr></nobr>...
<br> <br>
CC.</htmltext>
<tokenext>TFS : " ... because games could be used in the future as a type of textbook... " In ancient times : " Life is the best teacher " Technological progress enables mankind to virtualize life into a perfect game .
.. . CC .</tokentext>
<sentencetext>TFS: "... because games could be used in the future as a type of textbook..."
 
In ancient times: "Life is the best teacher"
 
Technological progress enables mankind to virtualize life into a perfect game.
...
 
CC.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31454188</id>
	<title>No Respect</title>
	<author>AthleteMusicianNerd</author>
	<datestamp>1268421480000</datestamp>
	<modclass>Offtopic</modclass>
	<modscore>0</modscore>
	<htmltext>This is why I have no respect for "higher education".</htmltext>
<tokenext>This is why I have no respect for " higher education " .</tokentext>
<sentencetext>This is why I have no respect for "higher education".</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31453914</id>
	<title>White Noise</title>
	<author>warriorpostman</author>
	<datestamp>1268420220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>"I understand the music, I understand the movies, I even see how comic books can tell us things. But there are full professors in this place who read nothing but cereal boxes."
<br> <br>
Delillo, White Noise</htmltext>
<tokenext>" I understand the music , I understand the movies , I even see how comic books can tell us things .
But there are full professors in this place who read nothing but cereal boxes .
" Delillo , White Noise</tokentext>
<sentencetext>"I understand the music, I understand the movies, I even see how comic books can tell us things.
But there are full professors in this place who read nothing but cereal boxes.
"
 
Delillo, White Noise</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment10_03_12_1536244.31457238</id>
	<title>this treatment of games  needs to be encouraged</title>
	<author>debrisslider</author>
	<datestamp>1268391120000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>This kind of systematized academic attention to games is long overdue, specifically in the soft sciences and humanities. Video games have now become the most profitable means of entertainment, and it is kind of amazing that so little attention is paid to them in terms of serious academic study. As a literature grad, I can tell you that many of the books I've devoted serious academic effort to have print runs that would make shovelware developers for the DS laugh. Although that's kind of an apples-to-oranges comparison (for the purpose of building analytical skills, there's nothing wrong with examining a minor work, it actually is valuable to be unable to find any prior critical work to build off of), it could help raise the esteem and perceptions of relevance for the discipline outside the Academy.</p><p>The vast majority of games have a pretty shallow narrative structure, but there are still themes, relationships, ideologies, moralities, and philosophies encoded into the choices and actions we are presented with (or instructed to make) over the course of the game. And that's not even considering the larger context of cultural markers and meanings games are embedded in. As games grow in both popularity and narrative/cultural sophistication (were we presented with choices like 'kill innocents to maintain your cover with the terrorists' before this decade? Is that a function of a maturing playerbase demanding 'realism', more awareness of the importance of moral choices by developers, shifting cultural beliefs about terrorism/warfare/entertainment in the face of omnipresent concerns this decade?), there is a lot of fertile ground to be mined in artistic and cultural criticism, and a much wider scope for psychological, sociological, and educational research. Games are not innocent or 'harmless' and have the same capacity for meaning as any fairy tale, comic book, film, or nightly news report. Actions in a video game can be seen as 'natural' consequences, rather than as constrained choices in a constructed system, much like books and films and Fox News (or any other news network, though Fox are the true masters of narrative-building) reports; what happens is justified by the internal logic and prevailing ideology of the narrative - and if you think you can see through them easily and they have no impact on your ways of thinking, just look at how many people here quote Ayn Rand or Heinlein in their sigs*. When the generation that grew up with video games from birth reaches 40, I wouldn't be surprised to see ideological quotes from games there; though games are much more indirect and admittedly don't have nearly as many choice soundbites, I wonder if the fact that a player is performing the actions himself is more psychologically effective than simply being exposed to a narrative (although the narrative depth and sophistication of even the best games pales in comparison to even merely decent writers of fiction).</p><p>We give toddlers toys to build reflexes and train physical functions, but also to help build mental pathways for things such as seeing differences in colors and shapes, cause and effect, and rudimentary knowledge of currency and careers; we can see video games as toys as well in this sense, built to entertain, but also to develop and test critical thinking and reasoning skills (well, decent games do) and to allow players to take on various roles in the world (be it mayor or covert operative). In order to build more educational games, we need to NOT look at them as textbooks but more like a laboratory. Games are for <i>doing</i>, not reading; hypertextual footnotes to a textbook are okay. Like conventional textbooks, however, there are implicit and unstated assumptions built into the structure of games; in order to be successful as educational tools, you need to examine the entire superstructure to try and build what you want to teach into the very playing of the game. This must be how we see games as education, not merely computerized flash cards posing math questions or multiple-choice answers providing a small playtime reward. There is a game the army is developing to teach officers how to manage villages in Afghanistan; there is a village full of people you can talk to, each with a bunch of multiple-choice questions and consequences for each one (not just in the Bioware friendly/neutral/hostile tripartite fashion). The game teaches you what to ask and how to ask it; the lesson is developing diplomacy skills through a simulated interaction, not language skills by learning rote translations.</p><p>*Okay, it's a chicken-and-egg thing here, did the person's beliefs come before or after they read the book, and of course one book doesn't (hopefully) determine the course of a person's beliefs, but we've all known that kid who got into libertarianism because he read some Heinlein at a formative age, and cumulative exposure to an ideology helps cement that way of thinking into a person.</p></div>
	</htmltext>
<tokenext>This kind of systematized academic attention to games is long overdue , specifically in the soft sciences and humanities .
Video games have now become the most profitable means of entertainment , and it is kind of amazing that so little attention is paid to them in terms of serious academic study .
As a literature grad , I can tell you that many of the books I 've devoted serious academic effort to have print runs that would make shovelware developers for the DS laugh .
Although that 's kind of an apples-to-oranges comparison ( for the purpose of building analytical skills , there 's nothing wrong with examining a minor work , it actually is valuable to be unable to find any prior critical work to build off of ) , it could help raise the esteem and perceptions of relevance for the discipline outside the Academy.The vast majority of games have a pretty shallow narrative structure , but there are still themes , relationships , ideologies , moralities , and philosophies encoded into the choices and actions we are presented with ( or instructed to make ) over the course of the game .
And that 's not even considering the larger context of cultural markers and meanings games are embedded in .
As games grow in both popularity and narrative/cultural sophistication ( were we presented with choices like 'kill innocents to maintain your cover with the terrorists ' before this decade ?
Is that a function of a maturing playerbase demanding 'realism ' , more awareness of the importance of moral choices by developers , shifting cultural beliefs about terrorism/warfare/entertainment in the face of omnipresent concerns this decade ?
) , there is a lot of fertile ground to be mined in artistic and cultural criticism , and a much wider scope for psychological , sociological , and educational research .
Games are not innocent or 'harmless ' and have the same capacity for meaning as any fairy tale , comic book , film , or nightly news report .
Actions in a video game can be seen as 'natural ' consequences , rather than as constrained choices in a constructed system , much like books and films and Fox News ( or any other news network , though Fox are the true masters of narrative-building ) reports ; what happens is justified by the internal logic and prevailing ideology of the narrative - and if you think you can see through them easily and they have no impact on your ways of thinking , just look at how many people here quote Ayn Rand or Heinlein in their sigs * .
When the generation that grew up with video games from birth reaches 40 , I would n't be surprised to see ideological quotes from games there ; though games are much more indirect and admittedly do n't have nearly as many choice soundbites , I wonder if the fact that a player is performing the actions himself is more psychologically effective than simply being exposed to a narrative ( although the narrative depth and sophistication of even the best games pales in comparison to even merely decent writers of fiction ) .We give toddlers toys to build reflexes and train physical functions , but also to help build mental pathways for things such as seeing differences in colors and shapes , cause and effect , and rudimentary knowledge of currency and careers ; we can see video games as toys as well in this sense , built to entertain , but also to develop and test critical thinking and reasoning skills ( well , decent games do ) and to allow players to take on various roles in the world ( be it mayor or covert operative ) .
In order to build more educational games , we need to NOT look at them as textbooks but more like a laboratory .
Games are for doing , not reading ; hypertextual footnotes to a textbook are okay .
Like conventional textbooks , however , there are implicit and unstated assumptions built into the structure of games ; in order to be successful as educational tools , you need to examine the entire superstructure to try and build what you want to teach into the very playing of the game .
This must be how we see games as education , not merely computerized flash cards posing math questions or multiple-choice answers providing a small playtime reward .
There is a game the army is developing to teach officers how to manage villages in Afghanistan ; there is a village full of people you can talk to , each with a bunch of multiple-choice questions and consequences for each one ( not just in the Bioware friendly/neutral/hostile tripartite fashion ) .
The game teaches you what to ask and how to ask it ; the lesson is developing diplomacy skills through a simulated interaction , not language skills by learning rote translations .
* Okay , it 's a chicken-and-egg thing here , did the person 's beliefs come before or after they read the book , and of course one book does n't ( hopefully ) determine the course of a person 's beliefs , but we 've all known that kid who got into libertarianism because he read some Heinlein at a formative age , and cumulative exposure to an ideology helps cement that way of thinking into a person .</tokentext>
<sentencetext>This kind of systematized academic attention to games is long overdue, specifically in the soft sciences and humanities.
Video games have now become the most profitable means of entertainment, and it is kind of amazing that so little attention is paid to them in terms of serious academic study.
As a literature grad, I can tell you that many of the books I've devoted serious academic effort to have print runs that would make shovelware developers for the DS laugh.
Although that's kind of an apples-to-oranges comparison (for the purpose of building analytical skills, there's nothing wrong with examining a minor work, it actually is valuable to be unable to find any prior critical work to build off of), it could help raise the esteem and perceptions of relevance for the discipline outside the Academy.The vast majority of games have a pretty shallow narrative structure, but there are still themes, relationships, ideologies, moralities, and philosophies encoded into the choices and actions we are presented with (or instructed to make) over the course of the game.
And that's not even considering the larger context of cultural markers and meanings games are embedded in.
As games grow in both popularity and narrative/cultural sophistication (were we presented with choices like 'kill innocents to maintain your cover with the terrorists' before this decade?
Is that a function of a maturing playerbase demanding 'realism', more awareness of the importance of moral choices by developers, shifting cultural beliefs about terrorism/warfare/entertainment in the face of omnipresent concerns this decade?
), there is a lot of fertile ground to be mined in artistic and cultural criticism, and a much wider scope for psychological, sociological, and educational research.
Games are not innocent or 'harmless' and have the same capacity for meaning as any fairy tale, comic book, film, or nightly news report.
Actions in a video game can be seen as 'natural' consequences, rather than as constrained choices in a constructed system, much like books and films and Fox News (or any other news network, though Fox are the true masters of narrative-building) reports; what happens is justified by the internal logic and prevailing ideology of the narrative - and if you think you can see through them easily and they have no impact on your ways of thinking, just look at how many people here quote Ayn Rand or Heinlein in their sigs*.
When the generation that grew up with video games from birth reaches 40, I wouldn't be surprised to see ideological quotes from games there; though games are much more indirect and admittedly don't have nearly as many choice soundbites, I wonder if the fact that a player is performing the actions himself is more psychologically effective than simply being exposed to a narrative (although the narrative depth and sophistication of even the best games pales in comparison to even merely decent writers of fiction).We give toddlers toys to build reflexes and train physical functions, but also to help build mental pathways for things such as seeing differences in colors and shapes, cause and effect, and rudimentary knowledge of currency and careers; we can see video games as toys as well in this sense, built to entertain, but also to develop and test critical thinking and reasoning skills (well, decent games do) and to allow players to take on various roles in the world (be it mayor or covert operative).
In order to build more educational games, we need to NOT look at them as textbooks but more like a laboratory.
Games are for doing, not reading; hypertextual footnotes to a textbook are okay.
Like conventional textbooks, however, there are implicit and unstated assumptions built into the structure of games; in order to be successful as educational tools, you need to examine the entire superstructure to try and build what you want to teach into the very playing of the game.
This must be how we see games as education, not merely computerized flash cards posing math questions or multiple-choice answers providing a small playtime reward.
There is a game the army is developing to teach officers how to manage villages in Afghanistan; there is a village full of people you can talk to, each with a bunch of multiple-choice questions and consequences for each one (not just in the Bioware friendly/neutral/hostile tripartite fashion).
The game teaches you what to ask and how to ask it; the lesson is developing diplomacy skills through a simulated interaction, not language skills by learning rote translations.
*Okay, it's a chicken-and-egg thing here, did the person's beliefs come before or after they read the book, and of course one book doesn't (hopefully) determine the course of a person's beliefs, but we've all known that kid who got into libertarianism because he read some Heinlein at a formative age, and cumulative exposure to an ideology helps cement that way of thinking into a person.
	</sentencetext>
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