NSA Video Games Paper - American Civil Liberties Union

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Games: A Look at Emerging Trends, Uses, Threats and Opportunities in Influence Activities Exhibit 2-1: The Learning Frameworkxxxiv Application of the Learning Framework to Games The Learning Framework 1 990-1 995 Prasad Kai ra Reflectio Unlearning Openness Action Conditioning (Current Reality) Manifestation (Desired Future State) Nurturing the Indi vi dual L Instinctive Learning Environment +-- Coaching lnftuenci ng the External Envi ronment ,___j 1. Openness: When an individual plays a game, he is open to its structures, rules and messages. 2. Action: By nature, games present a problem that a player must address and act on in order to advance in the game. Actions must take place within the rules and value systems of the game (in this diagram, the game is represented by the box "Environment") in order for the player to participate and move forward in the game. a. Manifestation: The player's desired outcome in the game is to succeed and mitigate losses. b. Influencing the external environment: The player takes action to try to influence the course of the game. c. Coaching: The rules of the game provide guidelines on how to take action and what is permissible and acceptable. d. Instinctive learning: When quick action is required, instincts will play a role in how play is performed. This often includes a mix of: lessons learned from past experiences, a player's personal values system, and physical and emotional reactions. This part of learning is generally subconscious. e. Nurturing the individual: Assessments about how well the player is playing the game are made frequently throughout the game. FOUO -Not for Public Distribution Page 18
Games: A Look at Emerging Trends, Uses, Threats and Opportunities in Influence Activities f. Conditioning: The player's actions result in an outcome, which can be the desired outcome, a different yet positive outcome, or a negative outcome. 3. Reflection: In the wake of the outcome, a player consciously or subconsciously makes an assessment about what worked, what didn't work, what could be improved, and how to take action differently in the future. 4. Unlearning to Openness: Reflection enables the "unlearning" of decisions and actions taken in the previous game and creates openness to trying again to succeed. This completes one learning cycle and starts another. The structure of games promotes learning through a rewards system. • Video and other games teach a "correct" course of action by providing immediate feedback on a player's initial action. As discussed with regard to the learning cycle, players then reflect on their initial action in an effort to achieve a better outcome the next time they are faced with a similar situation in the game. Learning= Action+ Feedback+ Reflectionxxxv • Players advance to higher levels in games by learning appropriate responses during earlier stages of the game. Games have reinforcement and punishment mechanisms such as gaining or losing points for desired responses (i.e. operant conditioning). xxxvi • The chainsaw model of video games visually represents the accumulation of knowledge and/or skills that leads to advancement to a higher level in a game. Players move through a series of micro-challenges that, when combined, lead to advancement. Exhibit 2-2: The Chainsaw Model of Video Game Story Structurexxxvii 4 l! _-.;.--'-f --"-"'- ' 11 II FOUO -Not for Public Distribution Page 19
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NSA Video Games Paper - American Civil Liberties Union

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