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The Subway Test

~ Joe Pitkin's stories, queries, and quibbles regarding the human, the inhuman, the humanesque.

The Subway Test

Category Archives: Games

Poetry, Theater, Dungeons & Dragons

01 Monday May 2017

Posted by Joe Pitkin in Dungeons and Dragons, fantasy, Games, Musings and ponderation

≈ 3 Comments

Tags

fantasy, mythopoesis, nerd culture, Stranger Things

I’ve written before about my childhood love of Dungeons & Dragons. When I was 11 years old, D&D transformed me from a kid who loved The Hobbit and the D’Aulaires’ books of Greek and Norse myths into someone who wanted to make his own mythic stories. D&D (and related role playing games like Call of Cthulhu and Paranoia and Traveller: 2300) were one of the few ways I interacted with other human beings during a challenging early adolescence: my friends and I would gather in my dad’s basement to roll dice and shout about spells and orcs for entire weekends, for long, oppressively hot summers.

I still feel a twinge of embarrassment when I tell people that I play D&D every Sunday evening. Anytime I mention my adult D&D habit to a casual acquaintance, I fight the urge to explain that it’s not what you think. Thanks to the Internet’s capacity to link the shy and geeky with one another, we celebrate nerd culture today in a way that I could never have imagined when I was 13; however, Dungeons & Dragons has remained a cultural signifier of beyond the pale nerdity. We’re all nerds for something, for Star Wars or Game of Thrones or Fallout, but the ones who play D&D, they’re, well, nerd nerds.

Popular culture has never been very kind to D&D players, holding us up for a special kind of ridicule:

Image result for art thou feeling it now

One might argue that the treatment of D&D in shows like Stranger Things is more sympathetic and sweetly nostalgic, and I suppose that’s correct as far as it goes. But even here the Duffer Brothers built their series opener around D&D as a canny quotation of the D&D scene in the movie E.T.–and in both E.T. and Stranger Things the D&D scenes serve to establish the main characters as misfits and somewhat ridiculous young nerds:

The party back together again [Netflix]

Stranger Things [Netflix]

(Viewers who rolled a successful spot check also noticed that the Stranger Things lads were playing an adventure in which the characters were facing the awful demon prince Demogorgon, a name-check which also dredges up the old 1980s terror of D&D as a plot to involve children in devil worship. D&D thankfully survived that literal witch hunt.)

Why do I continue to play a game that people typically regard as an obsession for socially awkward tweens? The short answer is that it’s great fun, and I suppose I need no more elaborate an answer than that. But as I reflect on why I still have fun playing D&D, it occurs to me that tabletop role playing games mean something more than nerdly entertainment. Role playing games represent a distinct art form, a mix of fiction and theater and puzzle that is hard to appreciate as a spectator.  But when it’s played well–and I acknowledge that D&D is often not played very well–the game can be transformational for participants.

D&D is a kind of collaborative storytelling in which each of the participants plays the role of one of the characters. Players choose to a large extent the characters they want to inhabit–their backgrounds, their motivations, their strengths and weaknesses. The Dungeon Master acts as a kind of stage director and omniscient narrator, describing for the characters what they can see and hear, acting out the reactions of the characters’ enemies and friends and environment.

It’s a historical accident that these stories generally take place in a Tolkien-esque (some would say highly derivative) fantasy world of elves and dwarves and dragons. Gary Gygax, the creator of Dungeons & Dragons, tried adding a Tolkien-influenced “fantasy supplement” to his tabletop medieval warfare game Chainmail, largely in an attempt to boost his game’s popularity. The first role playing game could just as easily have developed from a science fiction concept, or from Lovecraft’s Cthulhu mythos, or from film noir. It just so happened that Gygax was obsessed with medieval warfare and that his players were Lord of the Rings addicts (ironically, Gygax hated Lord of the Rings–he considered it bloated and lacking in action).

The key to Dungeons & Dragons is not the dungeons or the dragons. It’s the idea of a person creating a story whose outcome can only be determined by the others at the table, those people who in ordinary storytelling would be the listeners or the readers. If the Dungeon Master is a good storyteller, and if the players are decent actors–or at least willing to play along with a bit of enthusiasm, the experience is, well, magic.

Science Fiction As a Gateway Drug

14 Thursday Jul 2016

Posted by Joe Pitkin in Biology, Games, Journeys, Musings and ponderation, Science Fiction

≈ Leave a comment

Tags

nerd culture, sci-fi, Sid Meier's Alpha Centauri, utopia

For a few years in boyhood at least, I loved science and technology. One of my fondest childhood television memories was of watching the original Cosmos miniseries with my dad, seeing Carl Sagan in his turtleneck and corduroy blazer as he traveled the universe on his “Ship of the Imagination” over Vangelis’ spacey soundtrack. I can remember my dad scoffing pretty frequently at Sagan’s goofily over-acted facial expressions–Sagan perpetually appeared to be having some kind of ineffable and mystical experience on his dandelion-seed ship–but the show appealed to the ten year-old me, so much so that I believed in 5th grade that I was destined to become a physicist.

I left science behind in junior high school for the same reasons that a lot of kids do: math and science classes were difficult (often not all that well-taught, too); I struggled with the emotions of puberty and my parents’ divorce and didn’t find factoring polynomials to provide much of an escape from my problems. For a couple of years I became a lackluster student in most subjects, but especially so in science and math, culminating in my freshman year of high school with the lowest grade I received in my many years of formal schooling (a D+ in biology).

Somewhere around age 14 I realized that the kids I thought were cool–the orchestra and debate kids who watched Stanley Kubrick movies and listened to classical music for fun–seemed to get As and Bs pretty effortlessly. And I wanted enough to be like them that I wised up in school a little. However, my perception of those cool kids was that coolness was all about literature and music, Camus and Sartre and Kafka and Stravinsky and Bauhaus (the band, not the architectural movement). Coolness had little to do with science and math beyond getting good grades. And so my trajectory through high school, college, and some time beyond kept me almost entirely in the humanities, with results which I probably could have predicted and which might have depressed me if I had predicted them: by age 24 I had a master’s degree in English and was an adjunct faculty member of a tiny community college.

Given where I ended up, how did I come back to science at all? I came back the same way that many, many young people get into the sciences in the first place: through science fiction. In 1998 I purchased one of the seminal computer games of all time: Sid Meier’s Alpha Centauri. Players of Alpha Centauri guide a faction of colonists through the development of humanity’s first settlement beyond the solar system. I was fascinated by the idea of a planet-wide university, of colonists building supercolliders and space elevators and massive ecological engineering projects.I loved the idea of a human society devoted to the acquisition of knowledge and careful stewardship of natural resources–an ideal that sometimes seems far removed from the society I actually live in.

Sid Meier's Alpha Centauri - PC - IGN

I also realized (pretty slowly, after a couple hundred hours of game play) that all of the projects which the game modeled on this fictional alien world were projects that real human beings were actively pursuing on this planet, for good and ill. Among them, there are massive environmental protection projects, ecological restoration projects, and sustainability efforts whose success or failure will determine the future of human civilization. I realized that I wanted to live in a world of science, not merely as an observer, but as an active participant.

In years since, the burgeoning of the internet, with its powerful democratizing effects, its incubation of the citizen science movement, of “outsider science,” of the makers’ movement, has convinced me that the ideal of a human society made entirely of scientists, naturalists, and ecologists could be our society. All people can become scientists. Becoming a scientist requires time and dedication, but it requires no secret gnosis that is kept from non-scientists. Do I want to learn how volcanism works? I have only to read and observe for several hundred hours before I will know a good deal about it (ironically, that’s about how much time I spent playing Sid Meier’s Alpha Centauri). Do I want to learn calculus? Khan Academy is right here on the internet, assuring me that I can learn anything, for free, forever.

You Can Learn Anything | Valley Oaks Charter School Tehachapi

As there is in most science fiction, there’s a lot of hand-waving and pseudo-scientific ersatz explanation in Sid Meier’s Alpha Centauri. Some of the hand-waving, now that I know a little more about science, seems pretty laughable in retrospect. But that hand-waving got me in the door, years after I’d thought I’d closed the door. People like Gene Roddenberry and Sid Meier have done as much to recruit scientists as anyone on earth.

 

 

The Gamification of Everything

31 Sunday Jan 2016

Posted by Joe Pitkin in Games, Musings and ponderation

≈ Leave a comment

Tags

gamification, social engineering, utopia

I’m a casual gamer. Once a serious gamer, even: I was quite capable of spending ten hours, fifteen hours at a stretch playing Civilization in my twenties. Today I don’t have that kind of time, but I still love the possibilities that games provide to hone players’ skills or introduce them to new interests.

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Photo Credit: Graham Holt

In recent years there’s been a huge amount of buzz around gamification–the use of games to accomplish certain social goods or reduce harmful behaviors. A couple of years ago I gave my students a writing assignment on citizen science using this video about gamers who solved a protein-folding problem that had stymied AIDS researchers. More recently, I’ve had a chance to look at the gamified approach that two websites use for teaching math: IXL and Khan Academy.

 

I’ve used IXL a good deal with my daughter, and I’ve loved it: I can tell that the skill-building exercises have been designed in consultation with psychologists to create positive reinforcement loops with all kinds of little badges and power-ups that a user receives as her score increases–and the way to increase one’s score, of course, is to correctly complete more math problems.

And that’s the problem with IXL for my daughter. The gamification of the process does appeal to her at some level, I can tell, but at the bottom of the game is a lot of math problems. The gaming aspects of the activity have not turned her from a math hater to a math lover, or even a math accepter.

When I decided to try an buff up my math skills–I never got farther than a basic calculus class as an undergrad–I went to Khan Academy. (I would gladly have just used IXL, which I was already familiar with, but IXL seems geared towards younger kids and seems to top out at pre-calculus). And, while I am new to the Khan Academy game, I will say right now that I love it. In fact, I have loved it so much that I am finding myself choosing Khan Academy over other games.

The difference between my daughter and me in this regard seems to be how much interest we had in math in the first place. While I would not consider myself a math-lover exactly, I definitely like math enough to want to cultivate my math skills. My daughter, on the other hand, hates most math activities and would be happy never to spend another minute on IXL.

I suppose the whole gamification movement is a way of making desserts out of broccoli. I guess I could imagine something like broccoli ice cream being tasty, but then, I like broccoli pretty well in most of its forms. For someone who hates broccoli to begin with, broccoli ice cream is still broccoli.

 

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