Theory / Thoughts

If we squint at it's apex, the pinnacle of Maslow's pyramid, self-actualization, is where illustrators continually evolve their style and push their creative boundaries. As Koltko-Rivera (2006) aptly puts it,

"Self-actualization... involves the pursuit of personal growth, self-fulfillment, and the realization of personal potential." 

This mirrors Maslow's emphasis on physiological needs. However, once these basic needs are met, individuals seek safety and security, which for illustrators might translate to consistent clients or a stable platform to showcase their work.

The integration of Maslow's hierarchy, gamification, and reward systems provides a holistic framework for educational tools like JOBOPOLY. At the foundational level, Maslow's physiological and safety needs can be likened to the basic mechanics and rules of the game. As students progress, they engage more deeply with the game, mirroring Maslow's higher-order needs of belonging, esteem, and self-actualization.

Gamification, with its interactive elements, ensures that students are not just passive recipients but active participants in their learning journey. The reward systems, both intrinsic and extrinsic, serve as motivators, driving students to engage, explore, and excel. In the context of JOBOPOLY, these elements come together to create an environment where students are motivated to learn, not just by the allure of rewards but by the intrinsic joy of mastering new skills and knowledge.

Systems like 'BENJACKS' in JOBOPOLY serve as extrinsic motivators. While these rewards can drive specific behaviors, they might undermine intrinsic motivation if overemphasized. Kaufmann (2018) notes, "The balance between game elements and educational content is crucial for ensuring deeper engagement and better learning outcomes." Games that offer intrinsic rewards motivate players through the sheer joy of the experience.

Using gamification as a teaching tool can provide a chance to tune out the details of the complicated world and focus on sometimes more abstract tasks that require high-level reasoning. The shift from passive to interactive learning suggests that gamification enhances student engagement. Conley & Donaldson (2014) emphasize, 

"Gamification, when applied correctly, can lead to increased motivation, engagement, and problem-solving."

This sentiment is echoed by those who believe that games offer players experiential learning opportunities, allowing them to simulate real-world scenarios. 

Although not entirely connected, I stumbled across this quote by Tarn Adams,

"When people play games, they tell stories about their experiences. A tale might concern the tactics used in a chess game or be part of a multi-part series recounting the generations of a family in The Sims (Maxis 2004). If we view games as a storytelling companion, we can think systematically about what sorts of game mechanics encourage player stories of a certain kind or make the storytelling process easier for players, and we can think about utilizing traditional authorial techniques toward these ends."

It got me thinking about how experiences, and by extension personal resonant storytelling is such a powerful catalyst for learning. Drawing from this, games, with their immersive narratives, can be seen as platforms that facilitate experiential learning. Kolb's experiential learning theory posits that learning is a process where knowledge is created through the transformation of experience. 

In this case, students, for the first time in their lives, experienced the potential success or catastrophe or graduated life - maybe now they can better anticipate the realities of this and prepare appropriately.  

References:

Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302-317.

Conley, K., & Donaldson, C. (2014). Gamification: The Measurement of Benefits. Springer International Publishing. Link

Kaufmann, D. (2018). REFLECTION: BENEFITS OF GAMIFICATION IN ONLINE HIGHER EDUCATION. JIR.

Adams, T. (2021). Characterization and Emergent Narrative in Dwarf Fortress. In B. Suter, R. Bauer, & M. Kocher (Eds.), Narrative Mechanics: Strategies and Meanings in Games and Real Life. Bielefeld: transcript Verlag.

Diving Deep into "Dwarf Fortress" with Tarn Adams

I recently stumbled upon Tarn Adams' piece, "Characterization and Emergent Narrative in Dwarf Fortress," nestled within the collection Narrative Mechanics: Strategies and Meanings in Games and Real Life. And, as is often the case with such serendipitous finds, it got the cogs in my mind whirring.

Having immersed myself in the intricate world of "Dwarf Fortress" for countless hours, reading Tarn Adams' essay, "Characterization and Emergent Narrative in Dwarf Fortress," felt like a journey into the heart of the game's narrative mechanics. Here's what I took away from it:

1. Games as Storytelling Companions: Adams starts off with a profound observation: "When people play games, they tell stories about their experiences." This isn't just about the narratives games provide but the personal stories we craft as players. It's a reminder that games are more than just entertainment; they're platforms for personal storytelling.
2. The Power of Simplicity: "Dwarf Fortress relied on text and ASCII glyphs, so we had to use paragraphs of text for this purpose." The game's ASCII graphics, which some might see as a limitation, actually push players to engage more deeply. We're not just playing; we're imagining, creating, and often, reminiscing.
3. Character Depth and Evolution: Adams discusses how the game's characters evolved over time, from simple entities with basic attributes to complex beings with emotions, memories, and evolving personalities. "Dwarves never really changed... but they had the same essential personalities at age 20 as they did at age 130." This reflection on character development in the game resonates with the depth and complexity of real-life personalities.
4. The Role of Memories: "We decided to give them memories... The strongest events in several categories, such as “work” or “family”, are selected and stored into a first layer of memories each season." This system of memories not only adds depth to the characters but also provides players with a richer narrative experience.
5. The Social Fabric of the Game: "Characters are not defined in isolation... Dwarves have family, friendships, grudges, citizenship, religious affiliations and positions in society." This emphasis on social interactions and relationships adds another layer of complexity to the game, making it more than just a simulation but a reflection of real-world social dynamics.

As a fan of "Dwarf Fortress" and its graphically deficient ASCII graphics, this provided a insight into the game's narrative mechanics. I find the game's simplicity, combined with its depth, makes it a unique storytelling platform. Every time I play, I'm not just building a fortress; I'm crafting a narrative, creating memories, and experiencing a world that's as complex and intricate as the real one.

References:

Adams, Tarn. "Characterization and Emergent Narrative in Dwarf Fortress."