between design decisions and the experiences players had while playing them. I believe the highest priority at the moment is transferring and maintaining design knowhow and developing a gaming culture that is capable of developing itself in relation to other aspects of our culture. Such a gaming culture will then be able to re-mediate past gaming concepts and principles and reapply them in new contexts. We haven’t reached this point yet. How do we get there? Games are still in their infancy and we still know relatively little about how they are designed. The poetics of gaming are still very much in development. An academy where game creation and research go hand in hand and where makers, users and contexts are involved in the collective design and reflection on design plays a important role in developing and transferring these poetics, and in their meaningful application. Reflecting on design and on transferring design knowhow is essential to advancing a gaming culture that is capable of developing itself in relation to other aspects of our culture. I think that preserving and transferring design models, techniques, strategies, methods and processes are key issues. These have to be made much more explicit than they are at present, and should be preserved and transferred to a new generation of makers who can then apply them in contexts that they consider relevant. This is why, in this context, I believe more in a living museum, a living laboratory, a new academy. This is not about exchanging knowledge but more about an ongoing discussion between practise and theory? It is important to understand that certain games work for specific reasons. There is still too little information available about the relationship between design choices and the creation of behaviour or sensations among groups of players. These insights are now slowly gaining currency among ‘reflective practitioners’ but have to be developed further and made explicit. How can we deploy gaming principles, game rules and mechanics in strategic ways to create feelings and experiences or motivate people to act in a certain way? Next, you can examine the issue of how knowledge can be transferred to new generations through physical activity – in the same way that poses and movements are used to transfer knowledge in martial arts or dance. You can then use this knowledge to preserve all types of material that we did not preserve in the past. You not only transfer the result of a specific action or a particular way of thinking, but you transfer the action or the particular way
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