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Principle: Good learning requires that learners feel like active agents (producers) not just passive recipients (consumers). Games: In a videogame, players make things happen. They don t just consume what the author (game designer) has placed before them. Videogames are interactive. The player does something and the game does something back that encourages the player to act again. In good games, players feel that their actions and decisions and not just the designers actions and decisions are co-creating the world they are in and the experiences they are having. What the player does matters and each player, based on his or her own decisions and actions, takes a different trajectory through the game world. Example: The Elder Scrolls: Morrowind is an extreme example of a game where each decision the player makes changes the game in ways that ensure that each player s game is, in the end, different from any other player s. But at some level this is true of most games. Players take different routes through Castlevania: Symphony of the Night and do different things in different ways in Tony Hawk s Underground. Education: Co-design means ownership, buy-in, engaged participation. It is a key part of motivation. It also means learners must come to understand the design of the domain they are learning so that they can make good 48

See L Rising, The Pattern Almanac 2000 Addison-Wesley, Boston, 2000

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 #include <ncurses.h> #include <stdlib.h> void bomb(void); int main(void) { WINDOW *a,*b,*c,*d; int maxx,maxy,halfx,halfy; int ch; initscr(); start_color(); init_pair(1,COLOR_BLACK,COLOR_BLUE); init_pair(2,COLOR_BLACK,COLOR_RED); init_pair(3,COLOR_BLACK,COLOR_GREEN); init_pair(4,COLOR_BLACK,COLOR_CYAN); /* calculate window sizes and locations */ getmaxyx(stdscr,maxy,maxx); halfx = maxx >> 1; halfy = maxy >> 1; /* create four windows to fill the screen */ if( (a = newwin(halfy,halfx,0,0)) == NULL) bomb(); if( (b = newwin(halfy,halfx,0,halfx)) == NULL) bomb(); if( (c = newwin(halfy,halfx,halfy,0)) == NULL) bomb(); if( (d = newwin(halfy,halfx,halfy,halfx)) == NULL) bomb(); /* Write to each window */ wbkgd(a,COLOR_PAIR(1)); mvwaddstr(a,0,0, This is window A\n ); wrefresh(a); wbkgd(b,COLOR_PAIR(2)); mvwaddstr(b,0,0, This is window B\n ); wrefresh(b); wbkgd(c,COLOR_PAIR(3)); mvwaddstr(c,0,0, This is window C\n ); wrefresh(c);

8

Listing 8-6 (continued)

Having factory methods for creating either the super type hierarchy or the complete type hierarchy allows clients to choose which association they want This is important because computing the super type hierarchy is much cheaper than computing a complete hierarchy

41 40 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66

Good Videogames choices about how to affect that design. Do student decisions and actions make a difference in the classroom curriculum Are students helping to design their own learning If the answers are no, what gives students the feeling of being agents in their own learning Forced and enforced group discussions are about as far as interactivity goes in most classrooms, if it goes that far. The whole curriculum should be shaped by learners actions and react back on the learner in meaningful ways.

Windows, Windows Everywhere!

[ Team LiB ]

wbkgd(d,COLOR_PAIR(4)); mvwaddstr(d,0,0, This is window D\n ); wrefresh(d); /* Update each window */ do { ch = wgetch(a); waddch(b,ch); waddch(c,ch); waddch(d,ch); wrefresh(b); wrefresh(c); wrefresh(d); } while(ch != ~ ); endwin(); return 0; } void bomb(void) { addstr( Unable to allocate memory for new window.\n ); refresh(); endwin(); exit(1); }

In brief:

[ Team LiB ]

Principle: Different styles of learning work better for different people. People cannot be agents of their own learning if they cannot make decisions about how their learning will work. At the same time, they should be able (and encouraged) to try new styles. Games: Good games achieve this goal in one (or both) of two ways. In some games, players are able to customize the game play to fit their learning and playing styles. In others, the game is designed to allow different styles of learning and playing to work. Example: Rise of Nations allows players to customize myriad aspects of the game play to their own styles, interests, and desires. Deus Ex and its sequel Deus Ex: Invisible War both allow quite different styles of play (and thus learning, too) to succeed. Education: Classrooms adopting this principle would allow students to discover their favored learning styles and to try new ones without fear. In the act of customizing their own learning, students would learn a good deal not only about how and why they learn, but about learning and thinking themselves. Can students engage in such customization in the classroom Do they get to reflect on the nature of their own learning and learning in general Are there multiple ways to solve problems Are students encouraged to try out different learning styles and different problems solutions without risking a bad grade

Line 10 is added to declare a character input variable; remember that it s an int not a char. Lines 45 through 54 are new; creating an input loop. The getch() function automatically displays input, useful here to avoid a flash-peek at the standard screen. The wgetch() function is used in line 47. It reads a character input from window a, which also displays on window a. The remaining functions display the same character on the other three windows.

N OT E Though NCurses uses only one input queue, it s possible to read input from a specific window. This is done mostly for modifying the text, as certain input functions can be filtered through various windows. Refer to the entry for getch() in Appendix A.

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