ABSTRACT
Games are systems through which to think. In Salzburg, through a process called “game-design thinking”, learners grapple with big social or civic problems by identifying a smaller, achievable “win-state”. They then imagine a player’s path toward achieving this state, complete with unnecessary obstacles and incentives to play and explore. By thinking about big problems through the construct of a game, learners are encouraged to understand problem-solving as a process, one that is fun, engaging, and even delightful. Games are also systems that require fairness. So when learners are asked to understand problems through a game frame, they begin to question how an equitable playing field may not be the same as equitable opportunities for mastery. And they question the dynamics between the game player and the game designer, who comes to the process with particular values and motivations. By inviting learners to be game designers, they begin to understand that all systems are infused with the values of designers, and through even small design tweaks, they can have an impact on those systems.
