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If you’re reading this blog, there’s a good chance you want to or are already using games in education. But in a vast majority of schools, playing games as a regular part of class is little more than a fantasy. If you’re lucky, you can experiment with it in your own classes or even get support from the school, but still many schools ignore or even reject the idea that games can have a meaningful contribution to learning. This is why I dedicate this blog post to some of the reasons games may not be picked up by a school, and provide some counter arguments to them.

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Although much has been said about recently released No Man’s Sky already, I can’t really skip it on this blog because there is simply so much to be said about it.

Let’s start with its recent release, that failed the high expectations of many and mostly caused disappointment. Developer Hello Games had promised players an infite universe to explore, with infinite amounts of different species, space-ships and planets. And that is what it gave them. Although No Man’s Sky‘s trailers gave some false impressions of what the eventual game would look like (as argued for strongly in this article), the game kept to its promise: it generates new content procedurally, so that the chances of the generated subject matter being the same in two different playthroughs are next to zero. This makes for lots of unique objects, but the objections many players raise is that when all of them still look like each other, they’re not unique at all. Grains of sand in the Sahara may be unique, but to humans it’s still just a desert.

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