Journal of Interactive Humanities
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Open Access journal
ISSN (Online) 2165-7564
Published by Rochester Institute of Technology [4 journals]
- Take Flight
Authors: Melody Kelly et al.
Abstract: Take Flight is an educational game prototype. Players learn about the lives of post World War I pilots, as they take on new tasks and find a new way of life. As the pilot interacts with different citizens, he learns about ways in which he can use his plane to help. Fields need to be crop dusted. Packages need to be delivered. Goods need to be smuggled. The pilot's reputation is affected by the types of tasks he chooses to complete. As the game progresses, users learn about everyday uses for planes in the 1920s and about the dangers of early flight.
PubDate: Wed, 25 Jun 2014 11:20:19 PDT
- Alpha, Beta, Launch: A Newbie's Guide to Educational Video Game
Authors: Colleen Krahulik et al.
Abstract: This paper details the process we went through to develop an educational video game, which includes: research on implementing video games into the classroom, vendor selection, video game design, and curriculum development. Throughout the video game development process, we faced challenges such as budget, time constraint, and varying areas of expertise. This paper serves as a guideline for similar organizations interested in educational video game development.Play game on desktop or tablet: www.avma.org/videogamePlay within browser: https://www.avma.org/KB/K12/videogame/index.html
PubDate: Wed, 25 Jun 2014 11:20:17 PDT
- Story Guided Virtual Cultural Heritage Applications
Authors: Selma Rizvic
Abstract: Virtual cultural heritage applications, particularly virtual museums, nowadays include various forms of storytelling. Every object, site or artifact is better perceived and understood through the adjoining story. Interactive applications naturally request the storytelling to become interactive as well. This paper describes the concepts of interactive digital storytelling in our virtual museums and cultural heritage presentations and discusses their advantages and drawbacks recognized through user evaluation. We used digital stories not only to introduce visitors with the context and information on the objects, but also to enhance their navigation through virtual environments with purpose of learning and perceiving maximum amount of offered information.
PubDate: Wed, 25 Jun 2014 11:20:15 PDT
- Interactivity: New Rules of Engagement for the Humanities
Authors: Christopher Egert et al.
Abstract: This journal is a result of our frustration with 21st century humanities scholarship and dissemination. The term “digital” humanities has gained a certain cache and indeed, bringing technology into humanities research was, and still is, an important hurdle to overcome. However, humanities conversations on the topic have stalled and can’t seem to move beyond defining digital humanities. We believe that much of this stagnation is due to the emphasis on a superficial understanding of technology as a mode of delivery rather than as a mode of inquiry. Digital media and tools do allow for better and faster ways of doing traditional humanities things like scholarship and education. However, the failure of the digital humanities movement to look beyond media transformation and towards new modes of inquiry, blocks the humanities from evolving. The stubborn insistence on clinging to traditional forms of humanities scholarship at the expense of innovation is holding the field back. If, as McLuhan hypothesizes, the “medium is the message,” then why is the humanities still so doggedly focused on the content' We envision this journal as a forum to generate new ideas and ways of thinking about the humanities.
PubDate: Wed, 25 Jun 2014 11:20:13 PDT
- Pox and the City
Authors: Elizabeth S. Goins
Abstract: To play Pox in the City, please download the file by clicking 'download' in the upper right. Supporting information about the project is shown below.
Pox in the City is a prototype of a social history game that focuses on the medical profession circa 1800 in Edinburgh. The prototype was research, designed and developed on a small budget (about $17,000) and in a short time frame (20 weeks). The experimental design goal was to create a narrative driven educational game that was engaging and delivered some basic educational goals to be used in the high school and college level classrooms. To experiment with writing historic game narrative and to stay within budget, the design was built around a point and click adventure framework. Narrative was expressed through character dialogue, quest and journal text, graphic elements and additional text elements like notes, menus, etc. Activities consist of environmental puzzles and minigames. Players have some agency as their actions in the game will lead to one of three final outcomes. Player freedom was limited, as the quests were chained with only one active quest available at a time.Writing engaging historic game narratives and balancing educational goals is difficult. Preliminary results from classroom testing indicate that the game is engaging within this context.  The effectiveness at reaching educational goals has not as yet been assessed.Walk through initial quests:Begin the game and play through until you arrive in your office.First Quest: Clean your office (paper goes in the fire, book in the bookcase, read the letter)Next, click on the map and travel to the Grassmarket. You must recreate Jenner’s initial experiment:
Talk to the farmer.
You must convince him to give you cowpox material by first buying some cheese from him.
Remember to click Robertson at the end to finish the conversation
This has now unlocked the laborer conversation.
Convince the laborer to let his son be your text subject.
When successful, the lad will be in your office when you return.
Remember to check journal for current and past quests! Multimedia Information:
RIT: Elizabeth Goins, Lisa Hermsen, Dave Simkins, Jason Ferraira, Graham Berger, Jon Dymock.NEH project: Lisa Rosner, Laura Zucconi, Ethan Watrall
Media format: FlashDevelopment level: PrototypeEducational goals/outcomes:Educational Goal: Communicating the three body problem in the history of medicine: interactions between the patient, healer and disease.Educational Outcomes: Comprehension (see Appendix 1 for details):Players will be able to summarize the early history of smallpox inoculation.
Players will be able to explain the response of the medical community to Jenner’s methods. Players will be able to summarize a range of patients’ responses to the new vaccine, and explain its connection to social/economic/geographic.
Players will be able to explain Jenner’s innovation.
Players will be able to describe/summarize/explain the reasons why a doctor would want to establish a vaccine dispensary in 19th century Edinburgh, and the steps he might take, from a social/economic/geographic perspective
Players will be able to explain the variables involved in the patients’ perspective towards medicine and their impact on the decision to seek treatment in the 19th century Edinburgh. See Appendix 2 Application
Players will be able to apply three body interactions to a 19th century case study of smallpox vaccination.
Players will learn how to apply historic information from primary sources. Analysis
Players will be able to examine and compare in order to successfully complete the game:
opportunities afforded early 19th doctors by the new vaccine
Variables influencing patients’ perspectives toward medicine.
Players will be able to assess and choose conditions/variables of the three body problem in order to make successful game strategy/decisions. Target Demographic
Formal education: High school and post-secondary school students
Informal education: General public/outreach Experimental Goals and OutcomesNarrative driven educational history game
Can we make an engaging narrative driven game'
How effective is branching narrative with multiple outcomes'
How do we integrate game mechanics, primary source documents and dialogue centered narrative to express the interaction between doctor-patient-disease. SummaryPox and the City lets players step into the role of a young medical doctor circa 1800 Edinburgh, Scotland. Players engage in quests that guide them through the growth of a practice and the establishment of a dispensary. Different paths open up to players based on the decisions made during the game resulting in different quest lines and social interactions depending on the player’s choices. Actions also build philanthropy or entrepreneurial points which will affect the type of doctor the player turns out to be in the end.Original artifacts included in the game are medical text excerpts and synopses, Jenner’s notes on his original experiments, and a map of Edinburgh from about 1820. This prototype was designed and developed in 20 weeks over the fall and winter quarter at the Rochester Institute of Technology by ...
PubDate: Fri, 27 Sep 2013 13:04:16 PDT
- Press Start: Video Games in an Art Museum
Authors: Georgina Goodlander et al.
Abstract: Art museums can be complex, confounding, boring, exciting, absurd, and breathtaking. They can be sad, enlightening, hurtful, alive, dead, mainstream and avant-garde. They can, at once, be all of these things. Or they can be any one of these things separately. Museums can be more. Art museums might provide a place for contemplation, a place for social commentary, a place for political discourse, a place for lunch. They can identify us, deconstruct us, or illuminate our experiences for everyone. They can be an index for the health and vibrancy of our culture and our time. The Smithsonian American Art Museum provides such an index. American Art’s collections and exhibitions compile the permanent record of our aspirations, character and imagination. The museum has been a leader in identifying and collecting significant and sometimes unconventional aspects of American visual expression. One of the more vibrant artistic expressions of late, (not only nationally, but globally), has been in and around video gaming. Video games are an undeniably important contributor to our cultural discourse. They cannot be marginalized because they might be commercial, popular, or competitive. The creative and artistic expressions captured in video games are vital to our cultural heritage. Video games are art.
PubDate: Fri, 27 Sep 2013 13:04:15 PDT
- Embodied Tuning: Interfacing Danish Radio Heritage
Authors: Christian Hviid Mortensen et al.
Abstract: Most museum exhibitions favor vision, not hearing. When there is audio in exhibitions, it tends to take on a secondary role as a soundtrack or commentary. In some cases, however, audio should be the primary object of interest. Radio heritage is such a case. The traditional way of showcasing audio is through webaccessible archives or through listening kiosks in the exhibition. Neither one takes advantage of the unique affordances of the spatiality and physicality of an exhibition. We therefore propose an alternative way of exhibiting radio heritage in a listening exhibition where users move around and explore the physical gallery space.We implemented a simple, low-cost prototype system called Exaudimus, allowing users to search for the audio streams using their own bodies as a metaphorical radio-tuning dial.We tested the concept in a public exhibition at the Media Museum in Denmark. A small, qualitative user study conducted during the exhibition shows promise for this type of immersive experience. The users, however, tended to perceive it as a
PubDate: Fri, 27 Sep 2013 13:04:13 PDT
- Modding the Humanities: Experiments in Historic Narratives
Authors: Elizabeth S. Goins et al.
Abstract: While the ludology versus narratology debate raged within game studies circles , game designers continued building games and developing methods to improve player experience. Today however, while designers may have their personal preferences, there is no longer any doubt that both mechanics and story can have an important role to play in a game [2,3, 4, 5, 6, 7].
PubDate: Fri, 27 Sep 2013 13:04:12 PDT
- You Have Died of Dysentery: A First Attempt at Navigating a Course in
Authors: Adrienne Decker et al.
Abstract: This paper describes our experiences developing and piloting a course in educational games. We discuss the structure of the course, the topics we included in the course, as well as the final projects the students created for the course. Of particular interest to non-technical educators interested in exploring games in their courses is the fact that our course incorporated many critical thinking skills as part of the coursework. We felt that an important part of the student’s immersion in this material was not just the production of the game, but also a deeper understanding of the issues surrounding education and educational games. Also included are suggestions for the course with the video game production aspect removed.
PubDate: Fri, 27 Sep 2013 13:04:09 PDT