For the most part anymore, when I submit to conferences I assume that, more than likely, the paper will be accepted. The primary exception of course is GDC (the Game Developers Conference), which I submit one or two ideas to every year. I’ve managed acceptance twice, which I tally as success, but year over year that average goes down (I’d still make a good baseball player with those numbers). My assumption isn’t based on bravado or ego, simply that by the time I take the the time to submit something to a conference, I’ve attended the conference or one very similar to it, and have in many cases reviewed for those conferences. In short, I have a good sense of what the conference is about, who the audience is, and what I should say and how I should say it.
GLS (Games, Learning, and Society) was a surprise to me this year, as “The Curious Case of Osy Osmosis: The Uncomfortable Balance Between Game Design and Education,” was not accepted. These things happen, but I was quite curious what went wrong in the process. I have been extremely excited about talking about Osy, which has since begun the commercialization process and extensive visual overhauls (revised visuals can be seen in this blog’s background). It was a chance to talk about the kind of collaboration and structure that has lead to the kind of success we’ve had in creating games (that happen to be educational) and the success of these in the classroom.
What was frustrating for me, and I believe a serious issue for conferences like GLS, was that despite none of the comments from reviewers coming back negative, reviewers rated the submission low enough (via the radio buttons) that it was knocked out of the running. In once case a reviewer wondered about the innovativeness of the project. To which I wonder, how does one anonymously demonstrate innovation? It has built into it the idea of uniqueness. If I post a link to a video, I compromise anonymity. If I provide information on what we are doing and how we are doing it, I compromise anonymity. If I talk about the company and what it is doing, I compromise anonymity.
So what results is a non-opportunity to talk about pricesely what Mark talks about in his blog:
What’s new is this huge cultural shift and ppl in academia and k12 who not only take games seriously (and not just serious games) but also are starting to welcome participation from games and fan culture. Participatory culture (Jenkins) allows new kinds of stakeholders. Reform isn’t just griefing (cf Dibbell) anymore.
We have a group with successful funding, teacher support, commercialization support (for sustainability) to bring these areas together. But, I didn’t get to talk about it. Because it, “isn’t innovative enough”. Or I didn’t know how to talk about that innovation anonymously. What it teaches me, is that anonymity in this case hurt both the review process and the broader academic community. Or I hurt the community by abiding by rules that likely I didn’t need to. Perhaps I should have provided Vimeo links regardless of their linkage to me. Perhaps the UGA branded video with students and researchers working together would have demonstrated more clearly what we’ve done. But, it wouldn’t have been anonymous, but it would have demonstrated the importance and innovation of the project.
The abstract of the non-talk is below:
This presentation draws on two years of ethnographic fieldwork gathered during the design and development of Osy Osmosis, a game developed developed cooperatively between game developers, scientists, educators, and funded by a $1.3 Million dollar National Institute of Health (NIH) grant. “Osy” was the first game developed as part of a project, which had already developed several immersive 3D simulations. The presentation discusses the role that game mechanics came to play as interdisciplinary boundary objects (Leigh Star and Griesemer 1989) facilitating discussions between content experts and game designers. The presentation also posits a new possible space for game development that brings together designers and scientists to create games that are simultaneously fun/engaging and educational. Often times these provide new opportunities to experiment with designs and technologies that might otherwise be set aside for more tried and true methods. Osy Osmosis began with the questions: “Is there a game in osmosis?” “Can we make a core mechanic out of that?” Osy occupies this strange new space and the presentation discusses its design and development as well as the “faultlines” (Traweek 2000) encountered during the development process. The case of Osy is particularly compelling, given the success the project has had in engaging students and bridging disciplinary divides. Game developers have the opportunity to make a difference in the classroom by designing games that are fun to play, but have educational content hidden away at their core. At the same time, difficulties are encountered at the interface between teachers and standards based learning, which creates particular difficulties for designers and developers hoping to address these new educational possibilities.