At the 2011 Game Developer’s Conference, esteemed designer Chris Trottier assembled advice from her astounding career as a game designer […]
March 3, 2011
March 2, 2011
I guess that answers the perennial question, “I can has cheezburger?”
…in my opinion, little to none of it good. For the moment, I just want to point out this little […]
March 1, 2011
Pox is done. The boards are being packed and shipped and I’m doing what I always do at the end […]
Wow, I’m starting to really hate missing the actual talks…notes and slides are great but I’m afraid I am probably missing nuance.
Zimmerman is typically on-target, but I’m wondering about this (paraphrased?) passage from his presentation with Naomi Clark, taken from notes from an attendee (thank you, Tiny Subversion):
“Why is there a rise in games of labor? It is linked to contemporary culture. In industrialized 21st century cultures there are new lifestyles that are mirrored in these games of labor. We are taught to want and to work for the fantasy of labor. You don’t really have a desire to make a virtual farm until the game explains to you that that is what you want.”
This morning I gave a talk in the GDC Education Summit — Interactive Storytelling: Preparing Students to Innovate — and I’m posting my slides below. As for the topic, my talk description ended up being pretty accurate:
We want students to create innovative games, but innovation in interactive storytelling can be hard to imagine for students, both undergraduate and graduate. Designing an interactive story isn’t a secret art or a matter of magical technology. It’s the design of a system, of elements and operations, just like other parts of games. We can prepare students for this work by helping them understand the history of mainstream and trailblazing projects, get experience with the tools and models available, and learn the strengths and limitations of different approaches. This lecture introduces ideas and systems your students can work with now.