1 virtual museum exercise was not appreciated. scom 5056 design theory in science communication week...
TRANSCRIPT
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• Virtual museum exercise was not appreciated
SCOM 5056Design Theory
inScience Communicationweek 4: fun and games
SCOM 5056Design Theory
inScience Communicationweek 4: fun and games
Motivation, games andscience communication
What we can learn from games and
how we might even use games
to communicate science?
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Outline
• Motivation
• Why games?
• Motivation in games - flow
• Concepts from game design
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MotivationPotential
– Talent, skill, natural ability, preparation
Performance
Effort
Motivation
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Kinds of motivation – based on Keller
Potential
Motives (personal values, meaning)
Expectancy of success
Effort Performance Consequences
Learning design
Contingency design
Motivational designA
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Potential
Motives (personal goals, meaning)
Expectancy of success
Effort Performance Consequences
Learning design
Contingency design
Motivational design
Example – contingency design
What consequences for performance?
-Extrinsic reward (money, candy)
-Intrinsic reward (content based)
Timing and pace of feedback?
-Immediate?
-Frequent?
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Potential
Motives (personal goals, meaning)
Expectancy of success
Effort Performance Consequences
Learning design
Contingency design
Motivational design
1. Motivational design? 2. Learning design?
3. This is an instructional design model;
what about free choice contexts?
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Motivation in free choice context
Curiosity• Attracting motivating participation
• Maintaining motivation to participate
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Motivation in free choice context
Berlyne
• Diversive exploration
• Epistemic curiosity -> specific exploration
Day
arousal
efficiency
unmotivated curious anxious
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Attracting Participation
Potential
Motives (personal goals, meaning)
Expectancy of success
Effort Performance Consequences
Learning design
Contingency design
Motivational design
Attraction design
Epistemic -> Specific
Curiosity
Diversive
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Why games?
1Successful games are
free choice activitiesthat can
attract and hold
participants’ attention.
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Free choice participation
How much time do participants spend on• sports• video games• hobbiesHow much time do participants spend on• museum/science centre exhibits• science in school• watching TV
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Why games?
2Rules, play, culture;
Games can create the contexts
that influence learning.
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Rules, play, culture
• Tic Tac Toe
• Texas Hold’em
• Armadillo Run
• Sims
• Second Life
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Eight Key Factorsthat influence Learning1
Personal context1. Motivation and expectations2. Prior knowledge, interests, and beliefs3. Choice and control
Sociocultural context4. Within-group sociocultural mediation5. Facilitated mediation by others
Physical context6. Advance organizers7. Design8. Reinforcing events and experiences outside the
museum1: Learning from Museums,Falk and Dierking, 2000, p.148
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Why games?
3Games are about learning.
“Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles
that makes games fun.
In other words, with games, learning is the drug.”
(Koster, 2005, p.40)
Do you agree?
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Why games?
4Games have deep structure.
“…these eight factors (Why games? #2) help us know more about how visitors learn; they
tell us relatively little about what visitors learn.”
Falk and Dierking, 2000, p.149
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Deep structure
‘real’ system
• in a state
action
• new state
shallow representation
• representation of state(s)
no actions
deep representation
• representation of state
representation of action
• representation of new state
Think of Armadillo Run
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What people learn
Interactions with games
Based on deep structure– Players’ actions demonstrate what they know– Changes in actions show what they have
learned
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Motivation in games
Long term fun
Long term motivation (must be intrinsic)
Long term effort
Long term performance (learning)
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Intrinsic motivation:related to activity
Intrinsic
Curiosty – puzzle
Reward - achievement
Extrinsic
Curiosity – flashing lights
Reward - candy
time
effect
Potential
Motives (personal goals, meaning)
Expectancy of success
Effort Performance Consequences
Learning design
Contingency design
Motivational design
Attraction design
Epistemic -> Specific
Curiosity
Diversive
intrinsic
extrinsic
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Mihaly Csikszentmihalyi’s Flow
1. Task with clear goals 2. Task that is achievable3. Conditions to concentrate on task4. Sense of control over action5. Activity with immediate feedback6. Deep but effortless involvement7. Reduced self-awareness8. Altered sense of time
Think of Armadillo Run
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Flow equilibrium
chal
len
ge
skill
anxiety
anxiety
frustration
boredom
apathy
flow
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Flow activities
chal
len
ge
skill
anxiety
anxiety
frustration
boredom
apathy
flow
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An ideal game experience
chal
len
ge
skill
anxiety
anxiety
frustration
boredom
apathy
flow
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Some game design concepts
Game Rules determine possible actionsGame Physics determines response to actions
In a video game, the computer manages play:• enforces rules (referee)• generates responses to actions (scorekeeper)
(compare to sport or board game)
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1. Meaningful play
• descriptive analysis:– factual definition of what happens in game– player action relates to system response
• evaluative analysis:– judging effectiveness of action-response to
create emotional experience– discernable – responses are apparent to player
(Suchman)– integrated – response has influence on further
play and outcome
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Salen and Zimmerman, p.34
• “Meaningful play occurs when the relationships between actions and outcomes in a game are both discernable and integrated into the larger context of the game. Creating meaningful play is the goal of successful game design.”
• Let’s play
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2. The Magic Circle
• games exist within a magic circle with an explicit boundary– players agree to be in the magic circle – the
lusory attitude – so play can occur– within the circle, rules create special meanings
(for symbols, tokens, actions) that guide play– as a rule system, a game is closed– as a play system, a game is open / closed– as a culture system, a game is open
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The Magic Circle
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3. Some other gaming terms
• Casual games – easy to begin playing
• Serous games – games with learning goals
• Core mechanic – the main activity that the user is engaged in most of the time
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Defining Games
• no standard definition• features proposed by various writers:
– rules that limit players– conflict– goal orientation– activity– involves decision-making– absorbing but not serious– not associated with material gain– artificial / safe
– outside ordinary life– creates social groups– voluntary– uncertainty– make-believe /
representational– inefficient– system of parts,
resources, tokens– art form
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The problem with games…
• Physical inactivity
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The problem with games…
• Violence, no redeeming value
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Sporeevolution
Will Wright
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Make love and war
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Games and science
Science
1. natural world
2. experiments
3. theory
4. how science works
Games
1. game physics
2. rules
3. skilled play
4. game culture
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Sample sites to analyze• http://www.scienceworld.ca/teachers_outreach/play_online/bw_gam
es.htmhealth games
• http://www.poissonrouge.com/puzzler/index.htm kid’s puzzles• http://www.canadainspace.ca/activities.php?sectionName=activities
CSA astronaut school• http://www.virtualmuseum.ca/Exhibitions/Cosmos/english/wormhole
s/wormholes.html a space game
• http://www.engagingscience.org/games/onlinegames/games.html• http://www.strangematterexhibit.com/index.html • http://www.virtualmuseum.ca/Exhibitions/Spirits/English/Dig/digdow
n.html an archeological activity