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Ten principles of game design for learning
1.
TEN PRINCIPLES WE CAN
LEARN FROM GAME DESIGNERS JULIE DIRKSEN USABLE LEARNING
2.
© Usable Learning
2013 BUT FIRST, MEET ALLISON Allison is a brand new instructional designer, who just got hired for her first job. Iâm really excited â I studied game- based learning in school, and my new boss is really enthusiastic about the idea!
3.
© Usable Learning
2013 Donald, Allisonâs new boss is pretty enthusiastic. HER BOSS IS ON BOARD⊠We hired Allison partly because she can bring a fresh new perspective. Iâll need to coach her on the business end, but sheâs got some great ideas. We are going to find a learning game project for her right away.
4.
© Usable Learning
2013 âŠthereâs a new development⊠BUT THENâŠ. Hey, Allison, I have some great news! I just got the offer to head up all of South American training! Itâll be a chance to perfect my salsa moves. And oh yeah â youâre getting a new boss.
5.
© Usable Learning
2013 Lena is not a âgame-yâ person. THE NEW BOSS Iâm not sure I see the business value of games for learning. Allison is going to have be pretty convincing, and make the case for this project.
6.
© Usable Learning
2013 Green Work Practices Software Training Safety Compliance ALLISONâS DILEMMA
7.
© Usable Learning
2013 MAKING THE CASE Video Game Stare
8.
© Usable Learning
2013 ïĄ Making the business case MAKING THE CASE FOR GAMES Lena needs more than âengagementâ to convince her. Secret: Itâs not really about engagement.
9.
© Usable Learning
2013 THE BOSS PRIZE OF E-LEARNING ïĄFamiliarization ïĄComprehension ïĄConscious Effort ïĄConscious Action ïĄProficiency ïĄUnconscious Competence - From Electronic Performance Support Systems by Gloria Gery
10.
Glucose Metabolic Rate
after several weeks of Tetris Practice
11.
Tip #1DESIGN FOR
FEEDBACK
12.
© Usable Learning
2013 ïĄ What does the feedback loop look like? FEEDBACK
13.
© Usable Learning
2013 CYCLES OF EXPERTISE ïĄPrinciple: 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... ïĄGames: 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
14.
© Usable Learning
2013 ANYBODY EVERY PLAYED DINER DASH?
15.
© Usable Learning
2013 How often do users get feedback in e-Learning? FEEDBACK FREQUENCY
16.
© Usable Learning
2013 ïĄPositive Feedback ïĄNegative Feedback ïĄReward ïĄPunishment BETTER THAN A SKINNER BOX
17.
Tip #2TALK TO
THE ELEPHANT
18.
© Usable Learning
2013 ïĄ How long is your attention span? FIRST, LETâS START WITH ATTENTION
19.
© Usable Learning
2013 ïĄ Letâs talk about attention⊠LETâS START WITH THE ELEPHANT Jonathan Haidt, The Happiness Hypothesis
20.
© Usable Learning
2013 THE RIDER
21.
© Usable Learning
2013 THE ELEPHANT
22.
© Usable Learning
2013 SO, WHEN THEREâS A CONFLICT⊠Who do you think wins?
23.
Tip #3URGENCY MATTERS
24.
© Usable Learning
2013 URGENCY MATTERS We are creatures of urgency: Maybe I should consider retirement planningâŠBasically, the elephant is bad at waiting for stuff.
25.
© Usable Learning
2013 WE HAVE TROUBLE WITH THIS⊠We are also loss averseâŠ
26.
© Usable Learning
2013 WHICH DO YOU THINK WORKS BETTER: I guess Iâll be glad I know this someday⊠Iâm really glad I know this nowâŠ
27.
© Usable Learning
2013 AND THE FUTURE IS SOOOOO FAR AWAYâŠ
28.
© Usable Learning
2013 WE MAKE DECISIONS DIFFERENTLY FOR OUR FUTURE SELVES Current self Future self Pronin et al 2008
29.
© Usable Learning
2013 ITâS ABOUT CAKE VS FRUIT SALAD Shiv and Fedorikhin 1999 Heart and Mind in Conflict: The Interplay of Affect and Cognition in Consumer Decision Making
30.
Tip #4ACCOMPLISHMENTS
31.
© Usable Learning
2013 ïĄ Instead of WIIFM, How about WCIDWT? PURPOSE
32.
© Usable Learning
2013 WCIDWT?
33.
© Usable Learning
2013 ïĄ A goal needs to be an accomplishment GOALS = ACCOMPLISHMENTS You completed Module 4! I crushed the quarterly sales goal!
34.
© Usable Learning
2013 ïĄ Would you rather: THEY NEED TO BE INTERESTING CHOICES Go faster Be safer
35.
36.
Tip #5 STRUCTURED FLOW
OF GOALS
37.
© Usable Learning
2013 NEXT, LETâS TALK ABOUT GOALS Image Credit â Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
38.
39.
40.
© Usable Learning
2013 EVER BEEN ROCK CLIMBING?
41.
© Usable Learning
2013 Image Credit â Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design MICRO-LEVEL GOALS
42.
© Usable Learning
2013 MEDIUM GOALS Image Credit â Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
43.
© Usable Learning
2013 Image Credit â Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design END GOAL!
44.
© Usable Learning
2013 BUT WAIT⊠5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
45.
© Usable Learning
2013 THEREâS MORE⊠5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
46.
Demo: Allen Interactions
47.
Demo: Allen Interactions
48.
Demo: Allen Interactions
49.
Tip #6INCREASING DIFFICULTY
50.
© Usable Learning
2013 EVEN IF YOU DONâT NOTICE ITâŠ
51.
© Usable Learning
2013 EVEN IF YOU DONâT NOTICE IT⊠The Art of Game Design By Jesse Schell
52.
© Usable Learning
2013 HOW ABOUT MONOPOLY?
53.
© Usable Learning
2013 POP QUIZ How you do you say: âMihaly Csikszentmihalyiâ cheat code
54.
© Usable Learning
2013 WHATâS FLOW? Flow: The Psychology of Optimal Experience By Mihaly Csikszentmihalyi
55.
ArousalAnxiety Worry Control RelaxationApathy Boredom Flow Low
Skill Level High ChallengeLevel High Low
56.
© Usable Learning
2013 THE FLOW CHANNEL Challenge Ability - Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
57.
Tip #7 DESIGN FOR AUTOMATICITY
58.
© Usable Learning
2013 WHATâS HAPPENING IN THE BRAIN?
59.
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2013 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 hits its limits pretty quickly.
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2013 WHAT IS GOING ON WHEN YOU USING A REGULAR PATTERN YOU ALREADY KNOW? That leverages parts of the brain/brain functions that can run without a lot of conscious attention.
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2013 MOST CLASSES ARE BIKING STRAIGHT UPHILL New New New New New New Whew!
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2013 GAMES, ON THE OTHER HAND⊠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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Glucose Metabolic Rate
after several weeks of Tetris Practice
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2013 IT ALSO ALLOWS YOU TO PAY ATTENTION TO WHATâS DIFFERENT. In this model, everything is new and everything is important (so nothing is). Whew !
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2013 IT ALSO ALLOWS YOU TO PAY ATTENTION TO WHATâS DIFFERENT. In this model, the new material is mixed in with existing stuff, so the new material stands out. Whew !
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2013 KEEP IT BALANCED Challenge Ability
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Tip #8MAKE THINGS
VISCERAL
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2013 LETâS TALK ABOUT VISCERAL FEEDBACK http://vhil.stanford.edu/pubs/2011/VHIL-technical-report.pdf
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2013 CONSEQUENCE-BASED FEEDBACK ïĄ âIncorrect, a better choice would be to establish a perimeter before proceeding into the secure area.â ïĄ BLAM! âYou just triggered a secondary device, killing yourself and several bystandersâŠâ This is opinion... âŠwhile this is data.
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Tip #9MAKE IT
FUN
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2013 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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2013 TAXONOMY OF GAME PLEASURES Leblanc's Taxonomy of Game Pleasures ïĄ 1. Sensation ïĄ 2. Fantasy ïĄ 3. Narrative ïĄ 4. Challenge ïĄ 5. Fellowship ïĄ 6. Discovery ïĄ 7. Expression ïĄ 8. Submission Additional (Schell) ïĄ Anticipation ïĄ Delight in another's misfortune ïĄ Gift giving ïĄ Humor ïĄ Possibility ïĄ Pride in an accomplishment ïĄ Purification (and Set Completion) ïĄ Surprise ïĄ Thrill ïĄ Triumph over adversity ïĄ Wonder
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2013 ïĄ Thereâs no such thing as mandatory fun. GAME EXPERIENCE - FUN HmmâŠI realize that gaming experiences are fundamentally subjective, but objectively speaking, this game is just not fun.
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2013 ïĄ Is five dollars a good reward? BE CAREFUL ABOUT REWARDS
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2013 GOOD SURPRISES ARE GOOD ïĄ Pleasant surprises cause a dopamine spike âPAY ATTENTION! If this is good, then you want more.
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2013 EVEN BAD SURPRISES ARE GOOD ïĄ Unpleasant surprises cause a dopamine drop. âPAY ATTENTION! This is bad. Avoid in future.â
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2013 NO SURPRISES ARE BAD Hmm. I wonder what I should have for dinner...
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2013 GAMES DO THIS WELL Gold Coin Gold Coin Gold Coin Gold Coin Super Platinum Hammer of Deathâą that lets you SQUASH evildoers!!!
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Tip #10 DONâT MAKE
CRAPPY GAMES
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2013 MATCH GAMEPLAY TO THE REAL TASK ïĄ Games are good at teaching you how to play games (not necessarily how to actually do things)
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2013 ïĄ Is this a good game? MATCH GAMEPLAY TO CONTENT logo logo logo logo
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2013 PLAYTEST LIKE CRAZY You HAVE to test games out.
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2013 PLANTS VS ZOMBIES LEVEL DIFFICULTY
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2013 Green Work Practices Software Training Safety Compliance ALLISONâS DILEMMA I need to decide.
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2013 Green Work Practices Software Training Safety Compliance ALLISONâS DILEMMA 10 Tips: 1. Design for feedback 2. Talk to the Elephant 3. Urgency Matters 4. Design for accomplishments 5. Create a structured flow of goals 6. Increase difficulty 7. Design for Automaticity 8. Make it visceral 9. Make it fun (use surprise and unexpectedness) 10.Donât make crappy games (Match gameplay to real task)
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2013 ïĄ Thanks! ïĄ Julie Dirksen ïĄ Usable Learning ïĄ julie@usablelearning.com ïĄ Twitter: usablelearning ïĄ Linkedin: Julie Dirksen ïĄ References here: http://bit.ly/TKgame QUESTION? COMMENTS? VIOLENT DISAGREEMENT?