gameful learning design...• general articles –the neuroscience of leadership by david rock and...

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Gameful Learning Design – Usable Learning – Copyright 2013

Gameful Learning Design

Using Game Mechanics to Create Engaging Learning Middle Tennessee ASTD Julie Dirksen, Usable Learning LLC


What I really want to know:

• What about you?

• Why are you here?

• What games do you play?

Why are you here?

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How many of

you are using

games for

learning now?


Today’s Game Board

1

2 3

4

1. Game Feedback 2. Game

Structures

3. Game Experiences

4. Making Games

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1

2 3

4

1. Game Feedback


Is this “educational gaming?”

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Video

Game Stare


Halo 3 Sold 8 million copies

Take from http://www.bungie.net/images/Games/Halo3/Screenshots/Halo3_Valhalla-3rdperson-01.jpg

http://www.bungie.net/images/Games/Halo3/Screenshots/Halo3_Valhalla-3rdperson-01.jpg





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- From www.gdmag.com/freeyear

What’s your budget?


But what about Tetris?

http://www.gdmag.com/freeyear

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So what makes the difference? “It may sound trite, but for us educational games are first and foremost games. Whether a bona-fide contest with logical rules and a winning condition, or a Sim City-style sandbox playtoy, a game experience needs to have certain basic elements to be a meaningful

experience for players.”

- Eric Zimmerman

What are those elements?


Let’s talk about feedback

Good Job! You correctly identified Option A as the correct

answer. That is correct!

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Let’s play a game


What types of Feedback did you

see?

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Points

How games do feedback:



Collecting

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Time



Sound

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Events /

Reactions


Feedback Frequency

How often do users get feedback in e-

Learning?

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Better than a Skinner Box

• Positive Feedback

• Negative Feedback

• Reward

• Punishment


Which is the most effective?

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Feedback

• Points

• Collecting

• Time

• Sounds

• Events / Reactions

• Variable Reinforcement


• Points can provide

greater degree of ambiguity & determine

outcomes

• Multifaceted feedback

(facial expressions,

coaching, line graph,

thoughts)

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• Different types of elements

to be collected

• Motivational element

• Tracking progress

• Completion


Special Collecting: The Power-up

Power-ups: Improves the abilities of the

player

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Challenge:

• With your group, choose 2-3 items from the

game list.

• Determine how you would use:

– Points

– Collecting

– Time

– Sounds

– Events / Reactions

10 min



1

2 3

4

2. Game Structures

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The boss prize of e-learning • Familiarization

• Comprehension

• Conscious Effort

• Conscious Action

• Proficiency

• Unconscious Competence

- From Electronic Performance Support Systems by Gloria Gery

Formal

Learning

Practice!


Cycles of Expertise

• Principle: Expertise is formed in any area by repeated cycles of learners practicing skills until they are nearly automatic, then having those skills fail in ways that cause the learners to have to think again and learn anew...

• Games: Good games create and support the cycle of expertise...This is, in fact, part of what constitutes good pacing in a game.

- James Paul Gee

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How games are structured:

Leveling


Leveling

• If you are not

proficient enough,

you don’t move

on until you are

proficient.

• Completion =

proficiency

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So, can we just put more levels into

e-Learning?

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

TEST

TEST

TEST

TEST

TEST

What does this get us?


GOAL STRUCTURING

Graphic adapted from Sebastian Deterding

http://www.slideshare.net/dings/meaningful-play-getting-gamification-right

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What’s happening in the brain?


What is going on when you are

learning something new?

Well, areas like

your frontal cortex

gets busy. It starts

burning a lot of

fuel, and fills up

pretty quickly.

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What is going on when you using a

regular pattern you already know?

That leverages

parts of the brain

that can run without

a lot of conscious

attention.


Glucose Metabolic Rate after several weeks of Tetris Practice

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How is most e-Learning structured?

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Intro New Info More new

Info

Even more

new Info

Yet again

with the

new info

Summary Whew!


How are most games structured?

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Some new

stuff, pretty

easy

though

Stuff you

know plus

a bit more

Stuff you

know,

maybe a

little

faster

Stuff you

know plus

a bit

more

Stuff you

know,

kicked up

a notch

Boss Fight

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HUB SYSTEMS

Courtesy of Rick Raymer


HUB SYSTEMS


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It’s a lot like flow:

Challenge

Abili

ty

- Flow: The Psychology of Optimal Experience by

Mihaly Csikszentmihalyi


FLOW of GAMES


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FLOW of LEARNING



It also allows you to pay attention to

what’s different.

In this model, everything is new and

everything is important (so nothing

is).

Whew!

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It also allows you to pay attention to

what’s different.

In this model, the new material

is mixed in with existing stuff, so

the new material stands out.

Whew!


We all need a rest sometimes:

If you don’t give people a break, they will take

it anyway.

Okay, I

get it

Uh huh.

Uh huh...

Wait, this is

important

Whew!

Brain dead,

leaking out

the ears

Tuned out

Kind of

distracted

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Goals, Goals and Goals

• Immediate, Short-term and Long-term

goals


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Goals in Diner Dash

• Immediate Goal – Task

• Short-term Goal – Level

• Long-term Goal –

Stage / Game

Completion


Long-term Goal: The boss fight

When you put all the skills

you’ve learned together

to beat the BOSS.

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The boss fight

“On the boss fight, you are ready

to fail 5-6 times until you get it.

If I get a boss on the 1st try, I think

it’s too easy.”

- MS Hunter


• Examples: Dialog Coach

http://www.dialogcoach.com

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Leveling

http://www.dialogcoach.com

• Intermittent goals and

overall goal

• Variable mastery of levels

• Gradual improvement of

skills


Challenge:

In your group, choose one topic off the

board

• Come up with immediate, short term and

long term goals for a game

• Determine how you could level up in the

game

5 min

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Types of Games

• Action Games / Fighting / First-Person Shooters

• Adventure Games

• Sims

• Role-Playing Games

• Strategy Games

• Vehicle Sims / Racing Games

• Alternate Reality Games (ARGs)

• Casual Games (Including Time Management

Games)

• Social Games


Pace Layering

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Pace Layering

Knowledge (i.e. Specific tools,

techniques, concepts & principles)

Faster

Slower

Skills & Attitudes

Foundation (i.e. culture, core

values, personality traits)


More levels

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Leveling up


Badges and Achievements

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Leveling up


Challenge:

• Use the restaurant manager’s

competencies list

• Break into:

– Quick Competencies

– Moderate Competencies

– Slow Competencies

15 min

Todd – A

brand new

manager

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Create Levels for Todd

• What would the levels be?

• What would the achievements be for each level?


Game Topic Roundup

•What is “game thinking”? And, why

is it important?

•Are we obligated to make training

an entertaining experience?

•What are examples of some of the

most powerful learning experiences

you’ve had?

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1

2 3

4

3. Game Experiences


Four Aspects of Game Experiences

1 2

3

4 Attention

Fun

Narrative

Social

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Attention and… Ooo Shiny!

Easily distracted by

shiny objects


Why are brains like elephants?

• Why is our brain like a child riding an

elephant?

Jonathan Haidt – The Happiness Hypothesis

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Child = conscious mind / executive function

(prefrontal cortex)


Elephant = everything else

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Sometimes the elephant is willing


Other times...

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So, how do you train the

elephant?


What are you using here?

• How many people have had to take

the written drivers test lately?

Right of Way and Yielding

Right-of-way and yielding laws help traffic flow smoothly and safely.

They are based on courtesy and common sense. Violation of these

laws is a leading cause of traffic crashes.

When two vehicles reach an intersection at the same time, and there

is no traffic light or signal, the driver of the vehicle on the left must

yield to the vehicle on the right.

-Minnesota Driver’s Manual

• Think about how that feels.

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Now, how

about this?


If there’s no urgency...

Most of the burden is

on the executive

function (e.g. frontal

cortex).

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Learning without urgency:

Relying solely on the executive

function is like:

Gasp!


What happens when there is urgency?

Mid-brain areas (e.g. limbic

system / amygdala are saying:

“PAY ATTENTION! This could be

important.”

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Learning with urgency:

Learning that engages the whole

brain requires much less conscious

effort:


What makes it work?

• Balanced gameplay

– Expectation

– Surprise

– Reward

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Good surprises are good

• Pleasant surprises cause a dopamine

spike “PAY ATTENTION!

If this is good, then you

want more.


Even bad surprises are good

• Unpleasant surprises cause a

dopamine drop.

“PAY ATTENTION!

This is bad. Avoid in

future.”

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No surprises are bad

Hmm. I wonder

what I should have for dinner...


Games do this well

Gold

Coin

Gold

Coin

Gold

Coin

Gold

Coin

Super Platinum Hammer of Death™ that

lets you SQUASH evildoers!!!

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Pattern Recognition

What the heck did I do there?

How do I get it to

happen again?


Cost Now Benefit later

Remember the

elephant?

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Hyperbolic discounting


I think it explains a lot about

procrastination…

Time to deadline

De

ad

line

Pain of not doing task

Pain of doing task

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Which would the elephant prefer?


As a designer, one of your most important jobs is to MAKE YOUR

LEARNERS FEEL CLEVER

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And, just as

important

Make them feel

capable


Variability / Unexpectedness

Gold

Coin

Gold

Coin

Gold

Coin

Gold

Coin

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Adding Variability

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Adding Variability: Points


Adding Variability

Gold

Coin

Gold

Coin

Gold

Coin

Gold

Coin

70%

20%

10%

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Adding Variability – Act of God


Adding Variability – Act of God

OMG – The server’s down,

and if you don’t get it back

up in 10 minutes, we’ll all

lose our jobs!!

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Game

Experience - Fun

Hmm…I realize that

gaming experiences are fundamentally

subjective, but

objectively

speaking, this game

is just not fun.


Types of Fun

Fiero or Hard Fun Overcoming Challenges, Solving Puzzles

Easy Fun Curiosity, Exploration, Discovery and Surprise

People Fun Socializing, Collaboration

Serious Fun Excitement, Relaxation

Nicole Lazzaro: The 4 Fun Keys

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Taxonomy of Game Pleasures

Leblanc's Taxonomy of Game Pleasures

• 1. Sensation

• 2. Fantasy

• 3. Narrative

• 4. Challenge

• 5. Fellowship

• 6. Discovery

• 7. Expression

• 8. Submission

Additional (Schell) • Anticipation

• Delight in another's misfortune

• Gift giving

• Humor

• Possibility

• Pride in an accomplishment

• Purification (and Set Completion)

• Surprise

• Thrill

• Triumph over adversity

• Wonder


Game Experience - Narrative

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Narrative & Character


Using Story to Frame Mechanics

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Narrative doesn’t always mean

characters

http://www.playspent.org


Game Experience - Social

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Competition

& Status

Leader Boards


Customization /Personalization

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Social Gaming


Now you try!

• It’s your turn to try this out… – Points

– Leveling

– Collecting

– Time

– Surprise

– Reward

– Urgency

– Narrative

– Social

5 min

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1

2 3

4

4. Making Games


Making Games

• Shallow Games

• Playtesting

• Let’s make a

Game

• Types of Games

• Tools

• The make-a-game

game

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Shallow games Good games are like icebergs

What adds depth?


Avoid the shallows

Games are good at teaching you how to play games (not necessarily how to actually do things)

The gameplay should reflect real world actions and choices

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Avoid the shallows

Trivia Contests are trivial

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Avoid the shallows

It shouldn’t just *look* like a game

Click each

square to answer

questions about

insurance

investigation

procedures!

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Avoid the shallows

Gamers are a self-

selecting audience.

Consider the style

and needs of your

audience.


Avoid the

Shallows

Play

Testing

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On Playtesting

Rules of Play p. 12

We have a straightforward rule of them regarding prototyping and

playtesting games: a game prototype should be created and playtested, at

the absolute latest, 20 percent of the way into the project schedule. If a

game is a two-week student assignment, the students should be playing a

version of the game two days after it is assigned.

Early prototypes are not pretty. They might be paper versions of a digital

game, a single-player version of a networked experience, or a butt-ugly

mock-up with placeholder artwork. Still, the prototype is more than an

interactive slideshow – it is a genuinely playable game…

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Games

should be

iterated


Challenge: It’s time to design!

1 Get with your

team

2 Choose a

game topic

3 Brainstorm the heck out

of it

20 min

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Challenge: Now

Build It!

Create a paper

prototype of your

game for

playtesting.

cc image from

http://www.flickr.com/photos/collyl

ogic/4970459983/

40 min


It’s time to Play!

• Borrow a person from another team, and

let them playtest your game.

http://www.flickr.com/photos/collylogic/4970459983/



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What did you learn?

• Tell us about your

game

• How did

playtesting go?


Programming Tools

Adobe

Flash

Open

Source!

Questions to ask:

-Can these be used without a developer? (Probably not)

-Will they work on the web without plugins? (Also, probably not)

http://en.wikipedia.org/wiki/List_of_game_engines

http://en.wikipedia.org/wiki/List_of_game_engines

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Tool: Rapid e-Learning Tools

Questions to ask:

-Do you have graphical control of the screen?

-Can you save variables?


Tool: Quandary

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Tool: Game Shows

http://c3softworks.com/products/lms/


Tool: GameSalad (Mac Only)

http://c3softworks.com/products/lms/

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Tool: Thinking Worlds


Other possibilities:

• Venatio Creo http://www.venatiocreo.com

• 2Simple Software http://2simple.com/2diy/

• Scratch http://scratch.mit.edu/

• Alice http://alice.org

• Panda 3D http://www.panda3d.org/

• Game Maker http://www.yoyogames.com/

• Adventure Maker

http://www.adventuremaker.com

• RPG Maker http://www.rpgmakerweb.com

Source: http://www.kaplaneduneering.com/kappnotes/index.php/2010/09/11-

free-game-creation-software-programs/

http://www.venatiocreo.com/

http://2simple.com/2diy/

http://scratch.mit.edu/

http://alice.org/

http://www.panda3d.org/

http://www.yoyogames.com/

http://www.adventuremaker.com/

http://www.rpgmakerweb.com/

http://www.kaplaneduneering.com/kappnotes/index.php/2010/09/11-free-game-creation-software-programs/











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What is Gamification?

“They put a virtual

pet in your car and it

changes the way

people drive!”

- Jesse Schell


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Why gamification is kind of

awesome…

Gamification Achievement Unlocked!

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And the progress and goals can be

visible…


What if…

The company wants this

lovely sales trainee…

…to fully document all her

sales leads, even

unpromising ones.

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Why wouldn’t it happen?


Why gamification is NOT

awesome…

Grumpy game

developer

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awesome…

Endorphin

Monkey



awesome…

Play is a

delicate

thing…

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Questions?

You can also reach me with questions at: • Presentation Site: http://bit.ly/LS2013 • Twitter: http://twitter.com/usablelearning

• Julie’s Email: [email protected]

• Rick’s Email: [email protected]

Whew!


Thanks to:

http://bit.ly/LS2013

http://twitter.com/usablelearning

mailto:[email protected]

mailto:[email protected]

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References

• Books

– Electronic Performance Support System by Gloria Gery

– Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi (A reasonable Wikipedia explanation can be found at http://en.wikipedia.org/wiki/Flow_(psychology) )

– What Video Games Have to Teach Us About Learning and Literacy by James Paul Gee

– The Happiness Hypothesis by Jonathan Haidt

– The Art of Game Design by Jesse Schell

– A Theory of Fun for Game Design by Raph Koster


References • Game Articles:

– Learning to Play to Learn - Lessons in Educational Game Design by Nick

Fortugno & Eric Zimmerman http://www.ericzimmerman.com/texts/learningtoplay.htm - originally published in Gamasutra http://www.gamasutra.com/features/20050405/zimmerman_01.shtml (Other publications by Eric Zimmerman http://www.ericzimmerman.com/writings.html)

– Behavioral Game Design by John Hopson http://www.gamasutra.com/features/20010427/hopson_01.htm

– Proof of Learning: Assessment in Serious Games by Sande Chen http://www.gamasutra.com/features/20051019/chen_01.shtml

– Learning by Design: Games as Learning Machines by James Paul Gee http://www.gamasutra.com/gdc2004/features/20040324/gee_01.shtml

– Your Brain on Video Games by Steven Johnson http://discovermagazine.com/2005/jul/brain-on-video-games/article_print

http://en.wikipedia.org/wiki/Flow_(psychology)

http://www.ericzimmerman.com/texts/learningtoplay.htm

http://www.gamasutra.com/features/20050405/zimmerman_01.shtml

http://www.ericzimmerman.com/writings.html

http://www.gamasutra.com/features/20010427/hopson_01.htm

http://www.gamasutra.com/features/20051019/chen_01.shtml

http://www.gamasutra.com/gdc2004/features/20040324/gee_01.shtml

http://discovermagazine.com/2005/jul/brain-on-video-games/article_print







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References

• General Articles – The Neuroscience of Leadership by David Rock and Jeffrey

Schwartz http://www.strategy-business.com/press/freearticle/06207

– The New Science of Change by Christopher Koch http://www.cio.com/archive/091506/change.html

– Hijacking the Brain Circuits With a Nickel Slot Machine by Sandra Blakeslee http://select.nytimes.com/search/restricted/article?res=F70A14F7355B0C7A8DDDAB0894DA404482 (paid access)

– Getting past the brain's crap filter Posted by Kathy Sierra on December 22, 2004 on Creating Passionate Users Blog http://headrush.typepad.com/creating_passionate_users/2004/week52/index.html


References

• Egghead stuff

– Predictability Modulates Human Brain Response to Reward by Gregory S. Berns, Samuel M. McClure, Giuseppe Pagnoni, and P. Read Montague http://www.ccnl.emory.edu/greg/Koolaid_JN_Print.pdf (Other recent publications by Gregory Berns http://www.ccnl.emory.edu/greg/)

– When Things Are Better or Worse than Expected: The Medial Frontal Cortex and the Allocation of Processing Resources http://www.hnl.bcm.tmc.edu/articles/JNeuroScience2006PottsMontague.pdf Geoffrey F. Potts, Laura E. Martin, Philip Burton, and P. Read Montague (Other recent publications by Read Montague http://www.hnl.bcm.tmc.edu/faculty.html)

– Reward signaling by dopamine neurons by Wolfram Schultz http://www.biopsychiatry.com/dopaminerev.htm

– Recent publications by Jonathan Cohen http://www.csbmb.princeton.edu/ncc/jdc.html

– Regional glucose metabolic changes after learning a complex visuospatial/motor task: a

positron emission tomographic study by Richard J. Haier, Benjamin V. Siegel Jr., Andrew

MacLachlan, Eric Soderling, Stephen Lottenberg and Monte S. Buchsbaum

http://www.ncbi.nlm.nih.gov/pubmed/1617405

http://www.strategy-business.com/press/freearticle/06207



http://www.cio.com/archive/091506/change.html

http://select.nytimes.com/search/restricted/article?res=F70A14F7355B0C7A8DDDAB0894DA404482

http://select.nytimes.com/search/restricted/article?res=F70A14F7355B0C7A8DDDAB0894DA404482

http://headrush.typepad.com/creating_passionate_users/2004/week52/index.html

http://headrush.typepad.com/creating_passionate_users/2004/week52/index.html

http://www.ccnl.emory.edu/greg/Koolaid_JN_Print.pdf

http://www.ccnl.emory.edu/greg/

http://www.hnl.bcm.tmc.edu/articles/JNeuroScience2006PottsMontague.pdf

http://www.hnl.bcm.tmc.edu/faculty.html

http://www.biopsychiatry.com/dopaminerev.htm

http://www.csbmb.princeton.edu/ncc/jdc.html

http://www.ncbi.nlm.nih.gov/pubmed/1617405

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