Play is a space of uncertainty, difficulty,
and, of challenge and creativity, that invites participation
in the collective construction of alternatives... Those
who enter play find a world of autonomy, decision, and
risk. To survive in play it is necessary to make use
of our life experience and knowledge, and resort to
instinct and perspicacity at the moment of inquiry and
the search (Bejarano, 1998).
According to Caillois (1986), play is
an activity
Free: the player cannot be obligated
or else the play loses its nature as an attractive
and happy diversion.
Separate: circumscribed within precise
limits of space and time determined in advance.
Uncertain: its development cannot
be predetermined, nor the results given beforehand.
Unproductive: it creates neither benefits,
nor wealth, nor anything new of any kind.
Fictitious: Accompanied by a specific
consciousness of a secondary reality or frank unreality
in comparison to normal life.
According to Winnicot (1978), a game is a play with
rules. When a play becomes a game then the following
characteristic is added to the above mentioned (Caillois,
1986)
Organized: subject to conventions
that suspend normal laws and momentarily provides
new rules that are the only ones that count.
Caillois (ibid) stated a bidimensional
classification of play and games that combines two
dominant ways of playing, PAIDIA (play play) and LUDUS
(play games) and four dominant characteristics of plays:
AGON (competition), ALEA (chance), MIMICRY (representation)
and ILINX (dizziness). Thinking
games are in the intersection of LUDUS and AGON,
correspond to intellectual contest. In thinking games
one fights against an obstacle, not against one or various
competitors.
A complementary way of understanding
the relationships
between play and games helps also finding the very
essence of thinking games. In the attached chart thinking
games correspond to Intellectual contests.
The following paragraphs, taken from
Prensky (2001), help understanding the very specifics
of digital playful environments.
Digital TOYS allow creative interactions
that have neither goals nor objectives. They are meant
to be "played with" as you explore the digital
environment. Digital TOOLS are interactive programs
that are used to make other things. Tools can be included
in games either as integral part of the game play
or supplements. Digital SIMULATORS are interactive
action programs that have a model behind and that
allow users to create a story, a game or a toy.
Digital GAMES can be built with toys,
tools and/or simulators. They take care of the administering
rules, are typically very responsive and fast, include
fun effects, have varied graphic representations,
can be played against real people or against the computer,
allow huge number of options and scenarios, can deal
with infinite amounts of content, can play at different
levels of challenge, can be updated instantly, can
be customized to and by the desires of players, can
be modified and added to, making the player part of
a creative team.
Creativity is an aspect of life that
affects both the intellectual and spiritual faculties.
From a psychological point of view, creativity demands
continuous processes of modification and adaptation
of self and environment, generally committing to a new
way of being and thinking. Creativity expresses the
discovery and production of something novel or original,
outside of the traditional, in an individual who is
determined and creative (Arciniegas, 1995).
This combination of intellectual and
spiritual faculties make it possible for two complementary
tendencies to fit within the concept, one related to
artistic activity and the other with scientific activity,
which permit differentiating between being creative
and having creativity. According to Jaime Parra (1993)
being creative has to do with the sources of
inspiration, the brilliancy of ideas, spontaneity, freedom
of spirit, psychological security, motivation, familiar
environments, and humor. Having creativity is
having the capacity to establish unusual relationships
and associations, to solve problems, to identify diverse
alternatives, the development of analogical thinking,
fluency, and originality. Both are innate abilities
that have much in common but are not the same, that
require sensitivity and curiosity, that bring with them
mental tickling and sudden discernment, but that are
of a different nature.
SMET (Science, Math, Engineering and
Technology) education is intimately related with creativity
(being creative) and problem solving (having creativity).
Playful learning environments, in particular, digital
thinking games, have the potential of fostering both
dimensions, when the tensions between learning and engagement
are properly managed
