Game Elements

Game Gamification
“A game is a system in “Gamification is using game-
which players engage in an based mechanics, aesthetics
abstract challenge, defined and game thinking to engage
by rules, interactivity and people, motivate action,
feedback that results in a promote learning, and solve
quantifiable outcome often problems.”
eliciting an emotional
reaction.”

Constraints
Emotions
Narrative
Progression
Relationships
Abstraction

Dr. Kevin Werbach, Professor Wharton School of Business. MOOC Gamification Course

Challenges
Chance
Feedback
Competition
Cooperation
Turns
Feedback
Resource Acquisition
Rewards
Transactions
Win-States


Achievements
Avatars
Badges
Boss Fight
Collecting
Combat
Content Unlocking
Gifting
Leaderboard
Levels
Points
Teams
Virtual Goods


Not all games have
all these elements.


Abstraction of Concepts and
Reality
-Helps players manage the space
being experienced.
-Cause and effect can be more clearly
identified.
--Remove extraneous factors.

Role Play
-Assuming a role means the player
must actively think about their
actions, decision and choices from
the perspective of another.

-Forcing a learner to mimic behavior
will influence future behavior.

Multiplayer

-Interacting with others is a large
portion of games, even simple
games typically involve more
than one player.

-Multiplayer means the chance
for cooperation , conflict and
cooperation.

-Players add their own, unique
changes to a game.

Social Aspects
-The social elements of
games lead to Reputational
Capital

-Dialogue among players.

-Common and shared
experiences.

Rules
-Operational Rules-Describe
how the game is played.

-Foundational Rules-
Underlying formal structures,
like the mathematics involved
with dice.

-Behavior Rules-How players
are expected to act toward
one another.

-Instructional Rules-What you
want the learner to gain from
playing the instructional
game.

Objectives
-The introduction of an
objective or a goal is what
differentiates a game from
play.

-It gives the players
something to work toward.

-Objects are either obtained
or not obtained and that is a
quantifiable outcome.

Researchers have found that the
Researchers have found that the Yep, People tend to remember facts
Yep, People tend to remember facts
human brain has a natural affinity
human brain has a natural affinity more accurately if they encounter
more accurately if they encounter
for narrative construction.
for narrative construction. them in a story rather than in a list.
them in a story rather than in a list.

And they rate legal arguments as
more convincing when built into
narrative tales rather than on legal
precedent.

Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
Instruction.
Instruction.

Stories provide, context,
meaning and purpose

Story Elements
1. Characters

2. Plot (something has to happen).
3. Ten s ion

4. Resolution
te rs pr ob le m
C ha ra ct er en co u n
n si on
5. Conclusion Pr ob le m bu il ds te
re d
A so lu ti on is of fe
te d /p os it iv e
R es u lt s ar e pr es en

Write a story to match your
game.

Provide a challenge

Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
“The Gamification of Learning and Instruction.”
“The Gamification of Learning and Instruction.”

Re-design the Instruction to
Start with a Challenge

Investigatory Training
• Course Objectives
– Identify the Forms Required for an Investigation
– Practice Interview Techniques
– Describe and Follow the Investigation Model

How would you turn this into
a challenge?

It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.

What is the first thing you should do?

Challenge and Consolidation– Good games offer players a set
of challenging problems and then let them solve these problems
until they have virtually routinized or automated their solutions.

Games then throw a new class of problem at the players requiring
them to rethink their now, taken-for-granted mastery, learn
something new, and integrate this new learning into their old
mastery.
James Paul Gee,
University of Wisconsin-Madison

Recommendations
• Embed facts to be learned in the context of stories.

• Start the learning process by providing a challenge to
the learner.

• Provide a progression from simple to more difficult
tasks.

• Use stories that are related to the context of the
desired learning outcome.

Games like The Sims provide feedback on
many dimensions which provide
opportunities to consider tradeoffs and
higher level cognitive thinking.

The most helpful feedback provides specific
comments about errors and suggestions for
improvement. It also encourages learners to
focus their attention thoughtfully on the task
rather than on simply getting the right answer.

Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and
embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P.
Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.

Leaderboards provide
opportunities for players to
receive feedback about their
performance as compared to
others.

Authentic Feedback
provides realistic
feedback based on
player actions.

Games can
accelerate natural
feedback loops.

Recommendations
• Provide authentic and realistic feedback.

• Feedback should be continuous through out
the learning.

• Feedback should be instructional and provide
knowledge of learner’s performance.

• Allow learners to create their own social
“leaderboard” of friends.

Time Motivator for
player/learner
activity and action.

A game can compress time
to show consequences of
actions more quickly than
real-time.

As a resource
allocated during the
game-play.

We’ve Always W anted
Characters

Avatars/Characters

Identity– no deep learning takes place unless an
extended commitment of self is made for the long haul.

Good gamification captures players through identify.

Players either inherit a strongly formed and
appealing character or they get to build a character
from the ground up.

Players become committed to the game space in which
they will learn and act.

Based on work from James Paul Gee, University of Wisconsin-Madison

Avatar as Teacher

Research indicates that learners perceive, interact socially
with and are influenced by anthropomorphic agents
(characters) even when their functionality and adaptability
are limited.

Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical
Transactions of the Royal B Society. 364, 3559–3565. Chapter 4 “The Gamification of Learning and Instruction”

On tests involving different word problems, the group who
had a character explain the problems generated 30% more
correct answers than the group with just on-screen text.

Animated pedagogical agents (characters) can be aids
to learning. A “realistic” character did not facilitate
learning any better than a “cartoon-like” character.

Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”

Are two avatars better than
one?

Motivator

Mentor

Expert

Yes, two avatars are better
than one.

Motivator

Mentor

Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in
Education, 15(1), 95-115. Chapter 4 “The Gamification of Learning and Expert
Instruction”

http://codebaby.com/elearning-solutions/examples/

Player as an avatar or
character in game.

Who is more likely to run 24 hours later?

A.Person who watched an avatar not like
them running
B.Person who watch an avatar like them
running
C.Person watching an avatar like them
loitering

Within 24 hours of watching an avatar like
themselves run, learners were more likely to
run than watching an avatar not like them
or watching an avatar like them loitering .

Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-
113.

If learners watch an avatar that looks
like them exercising & losing weight,
they will subsequently exercise more
in the real world as compared to a
control group.

Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.

Third Person View

Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You
are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288
are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288
and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. (( 2007) Picture yourself at the polls: Visual
and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. 2007) Picture yourself at the polls: Visual
perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

Third Person View

“Seeing oneself as acting in a movie or a play (or a video
game) is not merely fantasy or indulgence; it is
fundamental to how people work out who it is they are,
and may become.” Ben Casey

Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are
who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and
who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and
research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. (( 2007) Picture yourself at the polls: Visual perspective
research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. 2007) Picture yourself at the polls: Visual perspective
in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

Agency– The concept that players feel a real sense of agency and control.
They have a real sense of ownership over what they are doing. They see
themselves in the game or situation.

James Paul Gee, University of Wisconsin-Madison

Recommendations
• Use characters/agents to model desired behavior.

• Use characters/agents to provide feedback and instruction
to learners.

• Characters should speak in a natural, conversational tone.

• Use two characters, one for coaching and one for expertise is
better than just having one character trying to do both.

• User third-person rather than first person to show activities.

Games provide
different levels for
different points of
entry.

Scaffolding: Process of controlling
the task elements that initially are
beyond the learner’s capacity.

Guided Practice. Step-by-step
instructions and then fading of
instruction

Having different entry points into a learning module
provides players with a comfort level that they can
enter the learning and be successful.

Many of the instructional methods that are effective for
novices either have no effect or, in some cases, depress
the learning of learners with more expertise.

Training designed for learners with greater prior
knowledge requires different instruction methods
than training designed for novice learners.

Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence-based guidelines to manage cognitive load. Pfeiffer. Page
Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence-based guidelines to manage cognitive load. Pfeiffer. Page
247. Chapter 7 and 7 of “The Gamification of Learning and Instruction.
247. Chapter 7 and 7 of “The Gamification of Learning and Instruction.

Don’t overload experienced learners with extra
information. Keep to critical information they need
to know..

Use a problem-based or challenge-based approach to
teaching experts.

Position the learning event as a “scale up” of existing
skills.

Recommendations
• Provide different entry points into the
instruction.

• Provide different learner experiences within
the same e-learning module.

• Consider “leveling up” learner challenges.

Curve of Interest

Monitor within the
instruction. Track
player movement,
time on task, level of
activity.

Replayability

• Replay provides learners
with a chance to try a
different approach,
explore different
hypothesizes and reduces
the “sting of failure”

Replay and exploration can be
placed in games by providing
additional pathways through the
content.
Achieving goals
Collecting Items
Exploring
Socializing
Easter Eggs

Conflict, Competition and
Cooperation

Conflict

Conflict-inflicting
damage on other
players

Competition

Competition-
competing against
other players

Cooperation

Cooperation-
working with
other players to
achieve a goal.

Rewards, Incentives and Points
• Many games have leaderboards, badges that
can be collected and other ways of rewarding
players for certain activities and allow them to
“show off” those awards.

Variable rewards
Rewards release release it twice.
chemical dopamine in
brain.

In games like Super Mario Brothers, coins are
collected and players are rewarded for
having a large number of coins. This is
extrinsic motivation which keeps players
playing to get more coins.

Use coins, points and rewards to provide feedback
on performance, updates on progress and level of
correctness.

Aesthetics
• A large element of any game is how the game
looks and the overall congruency of the
artwork, interface and activities.

Includes
audio as
well as
visual.

Artwork and the “look and feel”
of the game plays a major role in
the overall design and enjoyment
of a game.

Chance
• Chance and luck are two key elements in
games, the randomness of events and
unpredictability of outcome is what keeps
players engaged.
– 50/50 chance is best level of chance in a game.

Chance or luck is a highly motivational
element of games both of traditional
games of chance but in other video
games like finding hidden treasures.

Recommendations
• Allow failure.

• Provide for multiple attempts.

• Focus on learning from mistakes and failure.

Game Elements

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