Learning == Gaming
I appreciate Keith Burgun’s work on defining the word “game” (See this post for a good outline. To summarize, KB defines games in terms of the layered context “Toy, Puzzle, Contest, Game” where each successive element is a sub-set of the last) but I have arrived at a slightly different objective space and corresponding terminology. I’ve addressed this topic informally already, (and the topic of the definition of game even more informally) but it bears a more thorough look.
In short: Games are active models designed to allow the user to cheaply learn important information about costly systems.
Or, put another way:
Games are simulations of serious things too expensive to play with. Continue reading →