Alternate Reality Games

To easier understand such as subject as the ARG, it must first be defined. By the information I have gathered from the article and our teacher, this 'not a game' experience is a narrative played out through technology. More precisely, it is a mystery (or, perhaps, better said a scavenger hunt) in which the clues are found through technological devices, including phones, websites, televisions, video games, and the such. There are those who control the reality presented in these experiences, such as the 'Puppet Masters' who are distanced from the player by the 'curtain,' and those who play, such as we ourselves. The players must overcome certain obstacles by gathering and using the information, as well as connecting the right clues with the corect conclusions. Often, the player will have to seek the aid of other players, building social networks within the ARG in order to move forward. That is, as such, my definition of an ARG.

Now, there can be conclusive reasoning behind the assignment to read this article. But, the only conclusion of this which I have come to would be that, as pupils, students, and otherwise, peers, we are participating in an ARG with the prize being a passing - perhaps even high passing - grade. As we do research for our wikis (in order to cite various sources that we can later use for history 121 projects as well as the Arts of Democracy assignments) we need to verify what the clues are, and how we are led there. In this sense, research is an ARG but based on all terms of reality. One must search through the countless droves of information in order to find a logical support to one's thesis or arguement, whether it be through contacting those who are primary sources (through way of telephone and e-mail, as well as snail mail), building a social network amongst fellow students in order to solve more complex riddles, and succinctly advocate one's arguement through the aid of the acquired sources. As thus, our writing teacher (or, in this case, the Puppet Master, along with three others, and the curtain seperating us being the rank and status as 'pupil' and 'teacher' in the classroom) has willed us to read aout ARGs in order to retain a different perspective on researching in the college environment and researching later on in life.

There a few ways that such knowledge will impact me in the classroom. The first of which would be to strengthen social connection. Each person's perpective on a situation sheds light on a new idea or way of going about it, and perhaps even defeating obstacles in researching our topics that we may come accross. Such as in ARGs, where more people are often needed in order to cross hurdles and problems social interconnection would allow for a more in-depth and critical-thinking piece of work that can touch a diverse audience. Secondly, I would need to reach for primary sources by way of contact information. Telephone numbers mentioned in ARGs are real and can be used, much as the information one uses to establish connection with a friend, family member, or co-worker. In this sense, I would need to continue my search for accurate clues in this ARG by looking for parties that have had first-hand experiences in the topics and subjects we are researching (such as historians, my family in Norway, politicians, and the like that focus around whatever subject is the focus of my research at the time). Conclusively, in order to win the prize of this ARG, I need to step out of my comfort zone to acquire all the clues I need.