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1401 points alankay | 3 comments | | HN request time: 0s | source

This request originated via recent discussions on HN, and the forming of HARC! at YC Research. I'll be around for most of the day today (though the early evening).
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guelo ◴[] No.11939990[source]
When you were envisioning today's computers in the 70s you seemed to have been focused mostly on the educational benefits but it turns out that these devices are even better for entertainment to the point were they are dangerously addictive and steal time away from education. Do you have any thoughts on interfaces that guide the brain away from its worst impulses and towards more productive uses?
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alankay ◴[] No.11940143[source]
We were mostly thinking of "human advancement" or as Engelbart's group termed it "Human Augmentation" -- this includes education along with lots of other things. I remember noting that if Moore's Law were to go a decade beyond 1995 (Moore's original extrapolation) that things like television and other "legal drugs" would be possible. We already had a very good sense of this before TV things were possible from noting how attractive early video games -- like SpaceWar -- were. This is a part of an industrial civilization being able to produce surpluses (the "industrial" part) with the "civilization" part being how well children can be helped to learn not to give into the cravings of genetics in a world of over-plenty. This is a huge problem in a culture like the US in which making money is rather separated from worrying about how the money is made.
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stcredzero ◴[] No.11940414[source]
Then what do you think about the concept of "gamification?" Do you think high densities of reward and variable schedules of reward can be exploited to productively focus human attention and intelligence on problems? Music itself could be thought of as an analogy here. Since music is sound structured in a way that makes it palatable (i.e. it has a high density of reward) much human attention has been focused on the physics of sound and the biomechanics of people using objects to produce sound. Games (especially ones like Minecraft) seem to suggest that there are frameworks where energy and attention can be focused on abstracted rule systems in much the same way.
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1. alankay ◴[] No.11940931[source]
I certainly don't think of music along these lines. Or even theater. I like developed arts of all kinds, and these require learning on the part of the beholder, not just bones tossed at puppies.
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2. edejong ◴[] No.11941189[source]
I just tried, albeit slightly unsuccessfully, to describe the philosophy of the Montessori system to someone. Your answer, learning on the part of the beholder, sums it up beautifully. Thank you for that.
3. stcredzero ◴[] No.11941278[source]
I've been playing traditional music for decades, even qualifying to compete at a high level at one point. There is a high density of reward inherent in music, combined with variable schedules of reward. There is competition and a challenge to explore the edges of the envelope of one's aesthetic and sensory awareness along with the limits of one's physical coordination.

Many of the same things can happen in sandbox style games. I think there is a tremendous potential for learning in such abstracted environments. What about something like Minecraft, but with abstracted molecules instead of blocks? Problems, like the ones around portraying how molecules inside a cell are constantly jostling against water molecules, could be solved in such environments using design. Many people who play well balanced games at a high level often seem to be learning something about strategy and tactics in particular rule systems. I suspect that there is something educationally valuable in a carefully chosen and implemented rule system.

Also perhaps, it's so much easier to exploit such mechanisms to merely addict people, that overwhelms any value to be gained.