The brain also plays some interesting tricks on what we think is occurring on the surface. But, studies show that interruptions, routine, and the reward systems operate on principles at times counterintuitive to what the conscious mind observes. The key is understanding how we have hacked and hijacked our brains to repurpose processes that were important to subsistence survival, such as reading and letter formation and their relation to hunting and information gathering. Games take advantage of these functions even if designers are unaware they are tapping into this wonderful pool of resources. Each game activates the reward systems in different combinations and methods to train skills targeted by the rules, which further boosts the feel-good chemicals released when players successfully use those skills outside of play.
Games place artificial limits on players to narrow down the options available to not only avoid the omnivore’s dilemma, but also to define the play experience. The oxymoron presented by rules is exploration of such a small space only to find that there is a lot of wiggle room. For some, this is difficult to conceive. What games are good at is helping players to see things from a new vantage point. Items and data that appear too disparate reveal commonalities and unforeseen opportunities. This is part of the exploration process.
One of the chief elements of games is to help players overcome obstacles. A good number of these are purposefully put in the players’ way, but this is a positive thing. Learning how to surmount limitations is one of the ways people learn to adapt to changes. For some, these can be physical or mental challenges resulting from injuries. In both Reality is Broken and Superbetter, Jane McGonigal talks about these issues and the science behind games that shows their value. And that is from playing them. Consider what designing them can do for people, especially students.
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Learning by Design – Introduction, Part 6
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Learning by Design – Introduction, Part 8