SGA Webinar- Designing a Curriculum for Serious Games

1. Webinar Series Join Us at Our Annual Conference July 22-24, 2014 University of Southern California University of Southern California Webinar Series Join Us at Our Annual Conference July 22-24, 2014 www.SeriousPlayConference.com www.SeriousPlayConference.com

2. Designing a Curriculum Designing a Curriculum for Serious Games for Serious Games The metaphysics of illusion The metaphysics of illusion Stephen Schafer DigiPen Institute of Technology

3. DigiPen Undergraduate Degrees DigiPen Undergraduate Degrees Bachelor Degree in Computer Science in Real-Time Interactive Simulation – Extensive training in mathematics and physics as a foundation for the various topics presented in general computer science and computer graphics. Bachelor Degree in Computer Science and Game Design – Strong programming and mathematics skills, combined with training in game design Bachelor of Science in Engineering and Sound Design – Software engineering degree with an emphasis on its application in video game audio production. Bachelor of Fine Arts in Digital Art and Animation – Prepare students for digital media jobs as production artists and animators. Bachelor of Arts in Game Design – Prepares students to become game designers, versed in game design theory, system design, level design, behavior design and play-testing Bachelor of Arts in Music and Sound Design – Combines coursework in music history, composition, theory, and performance – with practical training in studio recording techniques and sound design principles.

4. Preparing Students for the New Preparing Students for the New Paradigm in Serious Games Paradigm in Serious Games • To empower students with competence in game dynamics, an array of technical courses — such as those in the core degree curriculums at DigiPen — is essential. • However, serious game research is an advanced entity where experts from various areas collaborate. The content and courses in this presentation bring in the humanities, a neglected area. • I plan to address the need for new thinking, and then outline suggestions for specific courses • These specialized courses could take the form of a minor. If expanded in scope, they could be the basis of an entire degree program including graduate degrees.

5. Human reality is a product of cognitive neurobiology Human reality is a product of cognitive neurobiology

6. Paradigm shift Paradigm shift into the reality of dreams into the reality of dreams • Hard science has informed us that reality is an illusion --more like a dream that has narrative metaphorical (linguistic) structure. • Serious Games research is just beginning to realize its potential to map the psychological dreamscape. • The physics, cybernetics, and psychology that inform the new reality might well be called the Psychecology.

7. Jungian dream structure, per Aristotle Dreams have a purpose and a dramatic action which can meaningfully be broken down into the elements of a Greek play. This rough pattern, on which most dreams are constructed, forms a suitable basis for interpretation.” (Jacoby 83) •Place, time, dramatis personae •Exposition or statement of the problem •Peripety: plot and action that moves toward a climax, transformation or catastrophe •Lysis, the solution of the problem; the meaningful outcome of the dream with its compensatory message.

8. The Cognitive Unconscious, per George Lakoff In the cognitive unconscious, “Simple narratives have the form of frame-based scenarios, but with extra structure. •There is a protagonist, the person whose point of view is being taken. •The events are good and bad things that happen. •And there are appropriate emotions that fit certain kinds of events in the scenarios. In a simple rags-to-riches scenario, for example, the initial state of the Protagonist is poverty; the appropriate emotion is sadness; then there are intermediate states of hard work with varying emotions of frustration and satisfaction; and finally a state of wealth, with the emotions of joy and pride.

9. The The Psych Psychecology has many dimensions ecology has many dimensions

10. Dreams Are “Real” Dreams Are “Real” Science has broken through the illusory mask of materialism to the fundamental dimension of psyche-physics where “reality” is energy and information, everything is nothing. Here, the whole exists within the part, mediation becomes metaphysics, coherent intentional thought is the quintessential creative dynamic and dreams are the projections of archetypes — the energy and information of physics.

11. The The Psych Psychecology ecology Collective humanity has crossed the initiatory threshold into the realm of the Ancient Mysteries— a dreamscape of mediated reality that, by its very nature, is transformative in the alchemical sense. Fourier Transforms, genetic manipulations of the seed we call DNA, transmutation of carbon into synthetic diamonds, remote control, etc.)

12. The Common Denominator The Common Denominator Correlations of structure (narrative metaphor) exist in the dimensions of: Jungian dreams • • Personal & collective unconscious Waking consciousness • • Drama-based video games Digital media sphere • Psychecology •

13. Neurobiological cognitive processes translate Neurobiological cognitive processes translate contents of the unconscious into projections contents of the unconscious into projections (images) -- the familiar forms of reality — that we (images) -- the familiar forms of reality — that we alter like a game monitor with our choices. alter like a game monitor with our choices.

14. Dynamics of the narrative-metaphorical common Dynamics of the narrative-metaphorical common denominator and mapping of psychic functions denominator and mapping of psychic functions

15. Hypothesis Holographic media sphere has the same dynamics as dreams. The dynamic of dreams is the same as the dynamic for so- called “material reality”, memory, fantasy, film, games and conscious/unconscious human cognition. As dream analogs, drama-based video games (DBG) can address research in all the dimensions of personal/collective cognitive function. DBGs can be used not only to analyze personal and collective psyche but to foster coherence in personal and cultural dimensions

16. “ “The specific form in which energy is The specific form in which energy is manifested in the psyche is the manifested in the psyche is the image” (Carl Jung) (Carl Jung) image” • Images in dreams • Images of drama as defined by Aristotle • Images and dynamics of myth according to Carl Jung and Joseph Campbell • Images and pixels on a game monitor

17. Images Are Important Images Are Important “Action follows thought.” In this age of communications, we employ an interactive image-based media language to project our thoughts and emotions. Our individual and collective thoughts and emotions are reflected back to us from a media-sphere that is much like a dream. However, we respond to this media dream as if it is “real,” rational and unchangeable. In fact, it is estimated that 98% of human function derives from non-rational dimensions of the unconscious.

18. The study of images as energy (physics) and information The study of images as energy (physics) and information (psychology) becomes the curriculum for serious game (psychology) becomes the curriculum for serious game research that prepares students to live and work within the research that prepares students to live and work within the dimensions of the dreamscape. dimensions of the dreamscape. Comprehensive technical training would include courses on •Psychology of Myth •Psychology of Interactive Drama •Interactive Storytelling •Psychology of Interactive Media •Reframing the Cognitive Infrastructure with DBG •Multitasking in the Multiverse •Research Instruments of Cognitive Psychology •Ethics in the Psychecology

19. Course: Psychology of Myth Course: Psychology of Myth Astrology is the universal language of mythology-- Astrology is the universal language of mythology-- a comprehensive symbol of the collective a comprehensive symbol of the collective unconscious and of Jung’s contextual Individuation unconscious and of Jung’s contextual Individuation

20. Course: Psychology of Interactive Drama Course: Psychology of Interactive Drama This course explores the rhetorical patterns and psychological characteristics of dramatic architecture from the standpoint of symbolism, characterization, character premise, image projection, perception and personality development. Personality development is explored with an emphasis on Meyers-Briggs Functions, Big 5 profiling methodologies and the Hero's Journey as the archetype for interactive learning dynamics. Exercises are designed to help students understand the psychology of symbolism from the dimension of unconscious archetypes, premise and the psychological dynamics of human choice.

21. Course: Interactive Storytelling Course: Interactive Storytelling A sequel to the Psychology of Interactive Drama, Interactive storytelling emphasizes the actual development of a story into a multi dimensional game. The characters that were designed are put to work making choices that lead to quandaries and a variety of plot segues that remain true to complex characterization. The physical interactivity offered by video games completes the analog between DBG and Jungian dreams because dreams are also interactive. This represents an important evolution in storytelling that is akin to drama and confirms the educational/healing potentials of DBG.

22. Course: Psychology of the Interactive Media Course: Psychology of the Interactive Media The most recent cognitive research demonstrates that not only does the energy of technology affect human biology, it has an effect on multiple dimensions of the unconscious psyche, the autonomic nervous system (ANS) and the circulatory system. In order to achieve predictable and benign psychological objectives, these influences can be measured and correlated with the narrative architecture of choices made at unconscious levels. Because media influence can have powerful and predictable effects (such as advertising & propaganda), the parameters of psychological ethics will be carefully considered.

23. Course: Reframing the Cognitive Infrastructure with DBG All media changes us, but the technological media — especially advertising, television, film and the Internet — has initiated a paradigm shift in human values, choices and actions the ramifications of which are beyond imagination. This course explores the cognitive dynamics of change.

24. Course: Multitasking in the Multiverse Course: Multitasking in the Multiverse Video games are demonstrably multidimensional. Players automatically function in different dimension — the dimensions of the story, of the rules of the game and of the dimensions of possibility where they can change the rules. This class will expose students to “reality” perspectives based on multi-dimensional interaction and meta-cognitive strategies within the framework of psychological, normative, process and substantive dimensions

25. Course: Research Instruments of Course: Research Instruments of Cognitive Psychology Cognitive Psychology To address this strange emergent context of reality, familiarity with existing technology of research such as EEG, MRI, fMRI and quantum computing must be hands- on in order to format experimental design with the Drama Based Game research instrument.

26. Course: Ethics in the Psychecology The emphasis here is on defining ethics for an emergent media age where computer models, simulations, and visualizations enable us to foresee things to come. Jung called such “foresight” in dreams “prospective.” Using prospective simulations could confront us with ethical and social dilemmas and suggest different ways of seeing that could alter our world views in more ethical and sustainable directions in the future

27. What are the potentials of serious What are the potentials of serious game research? game research? • Games can go beyond training, educating and healing. • They can change our worldview, ontology, epistemology, values, choices, actions and ethics. • Games can address the planetary crisis in all its dimensions by associating game wins with coherent psychological states using the same dynamics but different motives than advertising.

28. In short, SG research must reframe its In short, SG research must reframe its parameters. Our hypothesis is: parameters. Our hypothesis is: • Media has the same dynamics as dreams. • The dynamic of dreams is the same as the dynamic for so called “real life,” memory, fantasy, film, games and every aspect of human cognition. • As dream analogs, serious game research can address all of the dimensions of personal and collective cognitive function. • Games can be used to analyze personal and collective psyche and to foster coherence in personal and cultural dimensions.

29. Stephen Schafer Professor DigiPen Institute of Technology sschafer@digipen.edu For additional help in creating a serious games For additional help in creating a serious games program, check out the Serious Games Association program, check out the Serious Games Association WIKI: WIKI: http http://wiki.seriousgamesassociation.org/ ://wiki.seriousgamesassociation.org/