he book in which you are about to commence reading is chock full of concepts, contextualization, and concrete examples of educational games. One concept that is hidden in all these chapters is something I have been working on during the last year. It is the construct of competition. Competition is the essence of nature. Animals compete for food and mates; plants compete for sunlight and nutrients. As humans, we innately compete for resources, advancement in career, etc. The word competition in an educational sense has become somewhat taboo because competition brings about winners and losers. Nobody wants to lose and losing has ramifications that are often viewed as negative-mostly on self-esteem or ego- but living organisms thrive with the competition. For example, cell competition results in the elimination of cells that are viable but not as strong as surrounding cells. This competition is good for the host organism because the “fittest” cells dominate. What happens, however, sometimes supercells develop in the form of cancer to destroy the “fittest” cells. These natural occurrences bring about the argument for balance between competition and cooperation. A term more recently used as “co-opetition”. When we think of games, competition and/or collaboration (e.g., co-opetition) are paramount in the game’s design regardless of the game genre. Players compete for high scores, virtual recourses, or economy, against other players, and within themselves. One could argue that without competition, there is no game. Playing as teams, guilds, or groups embed a layer of cooperation that necessitates teamwork to succeed but also a layer of competition to outplay other groups. So even if we have cooperation, there are still elements of competition.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
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