Kat Schrier | Marist College (original) (raw)

Papers by Kat Schrier

Simulation & Gaming, 2014

Purpose. Can games provide a holistic understanding of the ethical decision-making process relate... more Purpose. Can games provide a holistic understanding of the ethical decision-making process related to sustainability and environmental management? Method. Thirty participants, 18 to 34 years old, were recruited. Twenty were then randomly assigned to play a popular role-playing game, which raises an issue of whether to drain or preserve a virtual lake. Ten participants were assigned to a control condition, which involved a written version of the lake dilemma. Using a researcher-developed coding scheme, this study compared the ethical thinking skills and thought processes used to approach the lake scenario. Findings.Control condition participants more frequently chose to drain the lake than game condition participants. The top-ranked thought processes used by the control condition participants were reasoning-related only, whereas the top-ranked thought processes used by the game condition participants were both reasoning- and empathy-related, which may have related to their greater li...

Games and Culture, 2021

In this article, we conduct a discourse analysis of 60 articles to reveal themes that describe ho... more In this article, we conduct a discourse analysis of 60 articles to reveal themes that describe how games journalism reflects and constitutes understandings of disability and accessibility in gaming. First, we map prior research on media’s relationship to disability, as well as approaches to disability in game studies, including the introduction of two primary paradigms for addressing issues of accessibility in gaming. Second, the project reveals six thematic categories that describe how game journalism reflects and constitutes understandings of disability and accessibility in gaming: gamers with disabilities, portraying disability, game design, game controllers, discussing accessibility, and advocacy. Further comparison of the categories reveals four additional themes of discourses, namely, self-congratulations, fetishization, awareness as advocacy, and problem-solving. The article concludes with implications for the games industry, for theory, and for how the field of game studies ...

This book is perfect for any educator or designer seeking an introduction to research-driven best... more This book is perfect for any educator or designer seeking an introduction to research-driven best practices for using and designing games for learning. This book provides the latest research and techniques for designing games for a variety of curricular needs--including STEM, literacy learning, history education, music, and computational, ethical, and critical thinking. The book also delves into specific design issues, such as aligning goals, designing for an audience, playtesting, and assessment. Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources. This book is the first in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).

Journal of community engagement and higher education, 2018

Video games are starting to be used to support civic learning and engagement. Moreover, games are... more Video games are starting to be used to support civic learning and engagement. Moreover, games are being used to crowdsource solutions to real-world problems; however, few of these games address civic problems and engage adolescents and young adults. In this paper, I explore designing and using games for real-world civic problem solving, as well as for supporting civic engagement among young adults. Using a design analysis approach, I investigate six video games and propose 20 initial design elements for use in creating and implementing civic problem-solving games. These include principles such as using authentic civic problems, data, and tools; enabling the comparison and verification of solutions to civic problems; and facilitating interaction with multiple civic-related solutions, perspectives, and roles.

https://gamesforcivics.com/ Distrust. Division. Disparity. Is our world in disrepair? Ethics and ... more https://gamesforcivics.com/ Distrust. Division. Disparity. Is our world in disrepair? Ethics and civics have always mattered, but perhaps now more than ever before we realize how much they matter. But how can we teach civics and ethics? How are we already learning this? My new book, We the Gamers, explores how we connect, communicate, analyze, and discover when we play games. Games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change. We the Gamers shares a range of examples including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, PolitiCraft, Quandary, and Animal Crossing: New Horizons. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice. Featuring helpful tips and case studies, We the Gamers shows educators the strengths and limitations of using games in civics education. Let’s imagine how we might repair and remake our world through gaming, together.

Sixth Annual International Conference on Game Jams, Hackathons, and Game Creation Events, 2021

While games may help to support skills practice and attitudinal change, the game creation process... more While games may help to support skills practice and attitudinal change, the game creation process itself may also be effective in enhancing empathy and compassion for other people. Nigeria has over 250 ethnic groups and 500 languages amid its 200 million people. We aim to enhance perspective-taking, empathy, and compassion across different ethnic groups using game jams in public schools in Nigeria. In 2021, we piloted a game jam focused on identity exploration and perspective-taking for students ages 12 to 20. Initial results and next steps are shared. CCS Concepts: • Human-centered computing → Collaborative and social computing; Interaction design; • Applied computing → Education.

Games & Culture, 2021

In this article, we conduct a discourse analysis of sixty articles to reveal themes that describe... more In this article, we conduct a discourse analysis of sixty articles to reveal themes that describe how games journalism reflects and constitutes understandings of disability and accessibility in gaming. First, we map prior research on media's relationship to disability, as well as approaches to disability in game studies, including the introduction of two primary paradigms for addressing issues of accessibility in gaming. Second, the project reveals six thematic categories that describe how games journalism reflects and constitutes understandings of disability and accessibility in gaming: gamers with disabilities, portraying disability, game design, game controllers, discussing accessibility, and advocacy. Further comparison of the categories reveals four additional themes of discourses, namely self-congratulations, fetishization, awareness as advocacy, and problem solving. The article concludes with implications for the games industry, for theory, and for how the field of game studies can investigate disability.

ACM, 2021

While games may help to support skills practice and attitudinal change, the game creation process... more While games may help to support skills practice and attitudinal change, the game creation process itself may also be effective in enhancing empathy and compassion for other people. Nigeria has over 250 ethnic groups and 500 languages amid its 200 million people. We aim to enhance perspective-taking, empathy, and compassion across different ethnic groups using game jams in public schools in Nigeria. In 2021, we piloted a game jam focused on identity exploration and perspective-taking for students ages 12 to 20. Initial results and next steps are shared. CCS CONCEPTS • Human-centered computing → Collaborative and social computing; Interaction design; • Applied computing → Education.

PORTNOY, L., & SCHRIER, K. (2019). Using games to support STEM curiosity, identity, and self-efficacy. Journal of Games, Self, & Society, 2019

In this study, we examine how we might design and use games to support Science, Technology, Engin... more In this study, we examine how we might design and use games to support
Science, Technology, Engineering, and Mathematics (STEM) learning as well
as relevant social and emotional learning skills such as self-efficacy,
curiosity, and STEM identity. We investigate a deck-building card game,
Assassins of the Sea (Killer Snails, 2017), which teaches about marine
biology, ecology, and environmental science. 178 middle school
participants played the game and took an assessment before and after
the game. Our results suggest that players’ STEM knowledge increased
significantly. We also share social and emotional learning results, identify
gaps, and make initial recommendations for creating and using games for
STEM learning.

SUMMARY This workshop will highlight the experiences of researchers and practitioners who are inv... more SUMMARY This workshop will highlight the experiences of researchers and practitioners who are investigating and designing games in the growing field of ethics and games. In the first half of the workshop, we will lead a discussion of best practices for designing and studying games that enable the practice of ethical thinking and reasoning skills. We will also evaluate possible methodologies and challenges for assessing ethics in games. Finally, we will discuss ethical considerations surrounding the development of games and gamer ...

How do we design and use gaming environments to foster ethical thinking and discourse? How should... more How do we design and use gaming environments to foster ethical thinking and discourse? How should we use games in classrooms and informal educational settings to support moral development? Games provide an authentic content within which to practice and experience ethical dilemmas and decision making. Nurturing ethical thinking skills is an essential part of a healthy, diverse citizenship. We need to be able to analyze, empathize, make decisions about values, identify biases, and reflect on one's beliefs, and assess ...

Video games are starting to be used to support civic learning and engagement. Moreover, games are... more Video games are starting to be used to support civic learning and engagement. Moreover, games are being used to crowdsource solutions to real-world problems; however, few of these games address civic problems and engage adolescents and young adults. In this paper, I explore designing and using games for real-world civic problem-solving, as well as for supporting civic engagement among young adults. Using a design analysis approach, I investigate six video games and propose 20 initial design elements for use in creating and implementing civic problem-solving games. These include principles such as: using authentic civic problems, data, and tools; enabling the comparison and verification of solutions to civic problems; and facilitating interaction with multiple civic-related solutions, perspectives, and roles.

Ethics education can potentially be supplemented through the use of video games. This article pro... more Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework (Ethics Practice and Implementation Categorization [EPIC] Framework), which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development, learning, and ethical decision-making models, including frameworks and theories associated with games and ethics, as well as prior empirical and theoretical research literature. The EPIC Framework consists of seven ethics education goals (e.g., building ethical awareness, practicing reflection, and enhancing character), and 12 strategies associated with ethics education, which are also present in video games (e.g., role-play, modeling, and simulation). Each of the framework's categories is described in detail, and the limitations of the framework are also discussed.

Models, Techniques and Frameworks, 2011

ABSTRACT In this chapter, seven experts from the games industry and from academia discuss late-br... more ABSTRACT In this chapter, seven experts from the games industry and from academia discuss late-breaking and big picture trends in ethics and games. Rather than deep analyses of the issues, these brief perspectives introduce main ideas related to current ...

Simulation & Gaming, 2014

Games and Culture, 2021

Journal of community engagement and higher education, 2018

Sixth Annual International Conference on Game Jams, Hackathons, and Game Creation Events, 2021

Games & Culture, 2021

ACM, 2021

While games may help to support skills practice and attitudinal change, the game creation process... more While games may help to support skills practice and attitudinal change, the game creation process itself may also be effective in enhancing empathy and compassion for other people. Nigeria has over 250 ethnic groups and 500 languages amid its 200 million people. We aim to enhance perspective-taking, empathy, and compassion across different ethnic groups using game jams in public schools in Nigeria. In 2021, we piloted a game jam focused on identity exploration and perspective-taking for students ages 12 to 20. Initial results and next steps are shared. CCS CONCEPTS • Human-centered computing → Collaborative and social computing; Interaction design; • Applied computing → Education.

PORTNOY, L., & SCHRIER, K. (2019). Using games to support STEM curiosity, identity, and self-efficacy. Journal of Games, Self, & Society, 2019

Video games are starting to be used to support civic learning and engagement. Moreover, games are... more Video games are starting to be used to support civic learning and engagement. Moreover, games are being used to crowdsource solutions to real-world problems; however, few of these games address civic problems and engage adolescents and young adults. In this paper, I explore designing and using games for real-world civic problem-solving, as well as for supporting civic engagement among young adults. Using a design analysis approach, I investigate six video games and propose 20 initial design elements for use in creating and implementing civic problem-solving games. These include principles such as: using authentic civic problems, data, and tools; enabling the comparison and verification of solutions to civic problems; and facilitating interaction with multiple civic-related solutions, perspectives, and roles.

Models, Techniques and Frameworks, 2011

ETC Press/Carnegie Mellon`, 2019

This book covers relevant issues such as gamification, curriculum development, using games to sup... more This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development.
Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources.
Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).

At the end of the twentieth century, RE/Search published three volumes dedicated to the “Incredib... more At the end of the twentieth century, RE/Search published three volumes dedicated to the “Incredibly Strange.” Looking a cinema and music, these were forays into the unconventional and unpopular, the avant-garde and in-bad-taste, outsider and oppositional cultural artefacts. This project produced an archeology of marginal media with decidedly countercultural sentiment which has been influential in intellectual attempts to comprehend weird in culture; from Washburn & Demo’s (2013) “Bad Music” anthology and Hoberman and Rosenbaum (2009) adventures in “Midnight Movie” culture to Jeffrey Sconce’s (1995) conception of the “paracinema” community. Chris Charla has recently revived the strange, this time looking specifically at games with a series of zines (a punky format of which RE/Search would most certainly approve) called Incredibly Strange Games. Here the tone is softer and more celebratory, lovingly exhibiting the unusual and unplayed.
Inspired by the ethos of the “incredibly strange” and a personal penchant for shovelware, shitty games (kusoge), the Simple Series by 505 and neo-situationist numbers like the LaLaLand games, this “Seriously Weird Edition” seeks to take weird seriously. A venture in five parts, this collection brings together a variety of strange tales of videogames demonstrating that the weird can be wonderful and, of course, well played.

An essential component of citizenship is the ability to apply ethical thinking skills, which can ... more An essential component of citizenship is the ability to apply ethical thinking skills, which can be supported through the practice of historical thinking and empathy skills. One potential way to develop these skills is through games with rich historical contexts. In this paper presentation, we will discuss in-depth two games—Mission US and Reliving the Revolution—and their implications for designing games to support historical empathy. General Notes How can we better develop democratically-engaged citizens in our globally interconnected, rapidly evolving world? One essential component of citizenship is the ability to apply critical, historical and ethical reasoning skills, which can be supported through the practice of historical thinking and empathy skills. In this presentation, I describe and compare two games that seek to enable the practice of historical empathy. I will share a framework for creating and studying these games, and provide a set of recommendations for developing future games. Ethics is, in general, the practice of enacting choices and moral judgment to achieve the life of a good human being (Sicart, 2005). Jenkins, in the MacArthur Foundation Whitepaper, "Confronting the Challenges of Participatory Culture," cites ethics and ethics education as a top challenge for today's youth. He argues that there is a "breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants" (Jenkins, 2006). Although young people are becoming media creators as well as consumers, they are not acquiring the appropriate ethical norms and professional practices, nor do they understand how to apply ethics, make decisions or reflect on their own ethical behavior (Jenkins, 2006). Mastering this type of thinking is essential for full participation in "public, community, creative, and economic life" (New London Group, cited in Jenkins, 2006). Empathy is a significant component of morality and ethics, as it enables people to consider others when making critical decisions for oneself and the community. Ashby and Lee (1987) describe empathy as "an achievement: it is where we get to when we have successfully reconstructed other people's beliefs, values, goals, and attendant feelings" (p. 63). Teaching historical empathy is one possible way to teach students how to reconstruct others' values in diverse contexts and multicultural frames. Historical empathy furthers one's ability to be a critical thinker and engaged citizen. Games and simulations can be rich playgrounds for the practice of these ethical choices, as they offer the ability to iterate and reflect on multiple possibilities and consequences, and to take on different personas and identities. As such, educators and researchers are beginning to consider the use of games in supporting ethical reasoning, historical empathy and character development. The first game we describe is Mission US: Crown or Colony?, the first of a planned series of five free online video games set in different eras in American history, including pre-Revolutionary Boston. Mission US's development was spearheaded by Channel Thirteen/WNET, and supported by partners Electric Funstuff, American Social History Project (ASHP), Education Development Center's Center for Children and Technology (CCT), National Council for the Social Studies (NCSS), and the American Library Association (ALA)/American Association of School Librarians (AALS). It was created as part of a grant from the Center of Public Broadcasting called the "American History and Civics Initiative." In Mission US: Crown or Colony?, students navigate historic settings, meet key figures, investigate primary documents, witness pivotal events such as the Boston Massacre, and ultimately decide their character's fate. The game promotes students' historical understanding through interacting with both the game and classroom materials that foster historical thinking skills, including using evidence to form historical interpretations; understanding the causes and effects of events; identifying turning points when past decisions and actions have affected the future; and detecting patterns of change and continuity over time. For example, in one part of the game, students witness a portion of the Boston Massacre, and need to provide a deposition based on their account, explore the motivations of the characters involved, and consider alternative possibilities to what happened. By giving students the opportunity to develop their historical empathy skills, Mission US encourages them to think more deeply about the choices and challenges faced in the past. Similarly, Reliving the Revolution (RtR), is an augmented reality game that encourages students to consider multiple versions of history and to empathize with a historically-grounded identity. Augmented reality (AR) games are gaming environments that embed virtual, location-specific and contextual information into a

Oxford, 2021

https://gamesforcivics.com/ Distrust. Division. Disparity. Is our world in disrepair? Ethics an... more https://gamesforcivics.com/

Distrust. Division. Disparity. Is our world in disrepair?

Ethics and civics have always mattered, but perhaps now more than ever before we realize how much they matter.

But how can we teach civics and ethics? How are we already learning this?

My new book, We the Gamers, explores how we connect, communicate, analyze, and discover when we play games. Games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change.

We the Gamers shares a range of examples including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, PolitiCraft, Quandary, and Animal Crossing: New Horizons.

We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice.

Featuring helpful tips and case studies, We the Gamers shows educators the strengths and limitations of using games in civics education.

Let’s imagine how we might repair and remake our world through gaming, together.

Imagine if new knowledge and insights came not just from research centers, think tanks, and unive... more Imagine if new knowledge and insights came not just from research centers, think tanks, and universities but also from games, of all things. Video games have been viewed as causing social problems, but what if they actually helped solve them? This question drives Karen Schrier’s Knowledge Games, which seeks to uncover the potentials and pitfalls of using games to make discoveries, solve real-world problems, and better understand our world. For example, so-called knowledge games—such as Foldit, a protein-folding puzzle game, SchoolLife, which crowdsources bullying interventions, and Reverse the Odds, in which mobile game players analyze breast cancer data—are already being used by researchers to gain scientific, psychological, and humanistic insights.

Schrier argues that knowledge games are potentially powerful because of their ability to motivate a crowd of problem solvers within a dynamic system while also tapping into the innovative data processing and computational abilities of games. In the near future, Schrier asserts, knowledge games may be created to understand and predict voting behavior, climate concerns, historical perspectives, online harassment, susceptibility to depression, or optimal advertising strategies, among other things.

In addition to investigating the intersection of games, problem solving, and crowdsourcing, Schrier examines what happens when knowledge emerges from games and game players rather than scientists, professionals, and researchers. This accessible book also critiques the limits and implications of games and considers how they may redefine what it means to produce knowledge, to play, to educate, and to be a citizen.

Games and Culture, 2021