Learning Game Design Workshop
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Slides for the Learning Game Design Workshop conducted at ASTD ICE 2013 conference
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Learning Game Design Workshop
- 2. Your Game Masters…aka presenters Sharon Boller Steve Boller Karl Kapp Leanne Batchelder
- 3. At Your Tables… • Introduce yourselves…. – Your name – Where you work (organization, city, state) – Why you’re here – Your favorite game (and why) • Share this info in your table groups. • Your Mission? Complete intro’s in 15 minutes or less.
- 4. What do we even MEAN by game? An activity that has an explicit goal or challenge, rules that guide achievement of the goal, interactivity with either other players or the game environment (or both), and feedback mechanisms that give clear cues as to how well or poorly you are performing. It results in a quantifiable outcome (you win/you lose, you hit the target, etc). Usually generates an emotional reaction in players.
- 5. Here’s some examples we’ve produced A Paycheck Away: A tabletop game about homelessness
- 6. Here’s some examples we’ve produced The Grower Game: A digital game about growing rice
- 7. Here’s some examples we’ve produced Destroy the BBP: Avoiding blood-borne pathogens
- 8. Sounds GREAT but how do I get started? Play games; evaluate what you are playing Play games; evaluate what you are playing Get familiar w/ game elements & how to use them. Get familiar w/ game elements & how to use them. Think about the learning – and then the game. Think about the learning – and then the game. Dump ADDIE. Go agile instead. Dump ADDIE. Go agile instead. Playtest.Playtest. Did I say playtest? Playtest.Playtest. Did I say playtest?
- 10. The Game Stations for today Settlers of Catan (1) Settlers of Catan (1) Settlers of Catan (2) Settlers of Catan (2) Forbidden Island (1) Forbidden Island (1) Forbidden Island (2) Forbidden Island (2) iPads iPads
- 11. Evaluate the Games 1. What game “dynamics” did your game use? (see p. 13 of handouts) 2. What made the game you played fun? 3. How did the game motivate/de‐motivate you? (Or what didn’t you like?) 4. How did you get feedback on your performance? 5. What elements did you see that you could re‐use in a learning game? Why do you think so?
- 13. • 90% of what we “learn” gets lost WITHOUT REINFORCEMENT or OTHER MEANS. Red = no reinforcement. The Forgetting Curve Your chance to vote. What percentage of information do we forget within 3 to 6 days after a typical learning event – a “click next to continue” eLearning course or a classroom lecture? a) 30% b) 50% c) 70% d) 90%
- 14. Why games? Play Game “I learned SO much by playing this game. It was tons of fun. I learned more by playing this game than any webinar, meeting, or document I’ve encountered.” “Mind- blowing” “Can you create more stuff like this?”
- 15. Why do games work? The short answer? Because they are FUN.
- 16. But what’s FUN? • Winning • Mastery • Achieving goals • Triumphing • Collaborating • Exploring and building • Collecting • Problem-solving or strategizing • Role playing or imagining • Mastery • Surprise – surprising others and being surprised ourselves.
- 17. What’s Required to Learn? Relevant Practice Specific, timely feedback Ability to retrieve later Risk of Forgetting Curve!!!
- 19. Linking Games to Learning Learning Element Game Elements that Match Motivation Game goals or challenges, conflict, time, cooperation, reward structures (feedback, points, achievements), ‐ all help equate to the “fun” in games. Relevant practice Game goal or challenges, rules within game, reward structures, game loops Feedback Pretty much a 1:1 here – reward structures in game supply feedback. “Game loop” also supplies feedback Retrieval later Lots of ways games help with retrieval: Context, story, desire for repeat play, emotion attached to game play.
- 21. Let’s Play Fact or Fishy…
- 22. Rules • A statement is presented – If “true” indicate: FactX – If “false” indicate: FishyX • Text Response: Take out your text‐ machines Standard Texting Fees Apply!
- 23. Games can influence people to behave in a pro- social manner. Is that Fact or Fishy?
- 24. Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1‐9. Flying around a virtual world as a superhero made subjects nicer in the real world. physical world
- 26. Games must be embedded into the curriculum to be effective for learning? Is that Fact or Fishy?
- 30. Games are more effective than traditional instruction when players work in groups? Is that Fact or Fishy?
- 33. 1) An instructional game will only be effective if it is designed to meet specific instructional objectives and was designed as it was intended. 2) Serious games lead to lead to well‐structured prior knowledge on which learners can build but the effect is only seen over time 3) Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction 4) An experience as an avatar can change a person's real life perceptions. 5) While playing a game, learners will voluntarily do harder problems and more problems. What the Research says:
- 34. 6) Instruction with serious games yields higher learning gains than conventional instruction. 7) Games are more effective than traditional instruction when players work in groups. 8) Games are more effective than traditional instruction when multiple sessions are involved. 9) Games must be embedded into the curriculum to be effective for learning. 10) Games can influence people to behave in a pro‐social manner. 11) Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction What the Research says:
- 35. Achievements and Rewards –The Top Three Do’s 1. Use measurement achievements rather than completion achievements. 2. Make achievements challenging to earn. 3. If learning tasks are complicated, focus on mastery orientation, not performance orientation.
- 39. 3) If tasks complex, focus on mastery rather than performance orientation Performance Orientation – Negative because…. • Results in less risk‐ taking • Results in less in‐game exploration. • Only do better w/ this orientation on simple, noncomplex tasks. Mastery Orientation ‐‐ Better because…. • Gives players more self‐ confidence. • Improves performance on complex tasks. • More accepting of errors; willing to keep trying DO! Create achievements that acknowledge the effort players are putting forth and support them during challenges.
- 41. Master the lingo of games https://www.theknowledgeguru.com/gamedesign/ Goal Story Aesthetics Resources Time* Conflict Competition Cooperation Dynamics Levels Boundaries Outcome Rules & Procedures Reward Structures Balance
- 42. Recognize common game dynamics Race to the finish Acquire territory Collect Chase and capture Align game pieces Push to a Forbidden Act Outwit opponent or game Solve Rescue or escape Construct/ Build
- 43. Become a Learning Game Designer: Elements of a Game Design Document 1. Overview of Concept 2. Desired Outcomes 3. Instructional Objectives 4. Tying Assessment to Gameplay 5. Game Play Strategy 6. Description of Characters (if any) 7. Game Environment 8. Description of How Game is Played 9. Reward Structure 10. Look and Feel of Game 11. Technical Specifications 12. Timeline
- 45. Description of Characters Name/G ender Role/ Position Attitude Attire Represents John ‐ male Potential Customer Friendly Shirt tie, no jacket Elusive potential customer. Mary ‐ female Sales Rep Helpful Business Casual Proper procedure for initiating potential customer contact. Lou Ann ‐ female Co‐Worker Un‐ friendly Business Casual Provides critical information regarding pre‐ qualification. USER New Sales Rep N/A N/A Person who needs to pre‐qualify John.
- 53. The Playtest Process – pp 16‐ 17 Part 1: • Pair up with another team. Playtest simultaneously. • One person from each team remains with their game to act as an observer during play AND to provide guidance ifa team gets “stuck” during play • All other team members – play the games! • Playtest for 20 minutes.
- 54. The Playtest Process – pp 16‐ 17 Part 2: • Take turns giving each other feedback on game. • Observers for each team: Use questions on page 17 of handout to get feedback from playtesters. Use a “round robin” approach to getting answers from players. Get feedback on one team’s game, then switch and get/receive feedback on other game.
- 55. The Playtest Process – pp 16‐ 17 Part 3: • Return to your original groups. • Determine what revision(s) you want to make to your game and why. • Be prepared to share with large group: • Summary of results of your playtest. • What revision(s) you would make based on results. • Each team will get 5 minutes to share.
- 57. Thank You!