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Summary: In this session, we will share Hunicke et al’s (2004) MDA framework, which considers user
experiences through Mec...
Why Games?
Backwards Design Review
MDA (Mechanics, Dynamics,
and Aesthetics) Framework
Putting it all together
2
3
4
Why look to
games for
insight?
Share
5
Backwards design?
6
What Does MDA suggest?
Mechanics = What they have to work with
8
What can
players do in
The Driving Game?
Share
roll dice, move body/
piece, deal & draw
cards, exchange,
kick/bounce/thr...
Dynamics = What they can do with the mechanics
10
What associations
do different vehicle
designs conjure up?
Prius?
Porche?
RV?
motorcycle?
Minivan?
Humvee?
Share
Sensat...
Aesthetics = What does that “doing with” experience feel like?
Acting
Interacting
Player
World
Killers
Socializers Explorers
Achievers
harass, heckle, hack,
cheat, taunt, tease
give, ex...
14
Mechanics = What they have to work with
Dynamics = What they can do with the mechanics
Dynamics = What they can do with the mechanics
Aesthetics = What does that “doing with” experience feel like?
18
leads to
Dynamics

(what they do)
Mechanics
(materials/constraints)
Aesthetics

(how it feels)
to review…
leads to
19
What are the
“mechanics” 

of a course?
Share
roll dice, move body/
piece, deal & draw
cards, exchange,
kick/bounce/thr...
Schedule Teaching
Philosophy
Students
Classroom
Mechanics = What they have to work with
21
What are some
“dynamics” 

of a course?
Share
roll dice, move body/
piece, deal & draw
cards, exchange,
kick/bounce/thr...
Confessional Videos
(community-building)
Project Pitches
(idea sharing)
Experience Sharing
(peer learning)
Small Group Pro...
23
Dynamics = What they can do with the mechanics
24
Share
Sensation: game as sense-pleasure

Fantasy: game as make-believe

Narrative: game as drama

Challenge: game as ob...
25
game as sense-pleasure: Sensation

game as make-believe: Fantasy

game as drama: Narrative

game as obstacle course: Ch...
Aesthetics = What does that “doing with” experience feel like?
27
not all game dynamics are “fun”
28
So, how again does this jive with Backwards design?
29
So, how again does this jive with Backwards design?
Aesthetics
Dynamics
Mechanics
30
SENSATION FANTASY NARRATIVE CHALLENGE FELLOWSHIP DISCOVERY EXPRESSION SUBMISSION OTHER OTHER LEVEL
Adjust as necessary
Stage One:

Desired Results
Stage Three:
Learning Plan
Stage Two: 

Evidence
Stage One:

Desired Results
Stage Three:
Learning Plan
Stage Two:

Evidence
Stage One:
Desired Results
42
MDA in Course Design
(Hunicke, Le Blanc, & Zubek, 2004)
Repeat as
needed.
Identify
Aesthetics
Recognize
Dynamics
Tweak
...
Mda for course design 8-12-15
Mda for course design 8-12-15
Mda for course design 8-12-15
Mda for course design 8-12-15
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Mechanics, Dynamics, and Aesthetics layered on top of Backwards Design. Why not design for a more interactive experience?

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Mda for course design 8-12-15

  1. 1. Summary: In this session, we will share Hunicke et al’s (2004) MDA framework, which considers user experiences through Mechanics (what’s possible), Dynamics (what happens), and Aesthetics (overall experience). See how these interrelated parts can be adjusted to respond to learner feedback, and try it out with your teaching examples. Using MDA in teaching can lead to more engaging and playful learning. Furthermore, by layering Backwards Design (Wiggins & McTighe 1998, 2005) onto MDA, course designers can learn how MDA complements what they’re already doing in their instruction. More learners come to our online classes with a deep familiarity with video games. Learning how to incorporate course design and assessment from the perspective of game design can meet our learners in familiar territory to increase their engagement and motivation. The session brings together current research in learning sciences with our own experiences leading workshops on game design and curriculum development at both regional and national learning conferences and our use of the framework in instruction. Ryan Martinez is an Instructional Designer at UW-Extension: Continuing Education, Outreach & E-Learning. He was the primary instructional designer for the Video Games and Learning MOOC through Coursera, and has created and taught various courses — both online and offline — to high school, undergraduate, and graduate students over the past five years. On the side, Ryan is a game design and assessment consultant who has worked for several universities across the United States.@ryanmmartinez ryan.martinez@uwex.edu @regardingjohn john.martin@wisc.edu John Martin is a Sr Teaching & Learning Consultant at UW–Madison Academic Technology, where he teaches and develops socioculturally-rich teaching and learning practices. For his PhD and research he broadly considers the motivational and sociocultural learning affordances of video games, and specifically focuses on experiential student-created learning. Backwards Design Meets Game Design: Restructuring a More Engaging Course
  2. 2. Why Games? Backwards Design Review MDA (Mechanics, Dynamics, and Aesthetics) Framework Putting it all together 2
  3. 3. 3
  4. 4. 4 Why look to games for insight? Share
  5. 5. 5 Backwards design?
  6. 6. 6 What Does MDA suggest?
  7. 7. Mechanics = What they have to work with
  8. 8. 8 What can players do in The Driving Game? Share roll dice, move body/ piece, deal & draw cards, exchange, kick/bounce/throw/ catch/hit/miss, game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game, Game Mechanics Game Dynamics
  9. 9. Dynamics = What they can do with the mechanics
  10. 10. 10 What associations do different vehicle designs conjure up? Prius? Porche? RV? motorcycle? Minivan? Humvee? Share Sensation: game as sense-pleasure Fantasy: game as make-believe Narrative: game as drama Challenge: game as obstacle course Fellowship: game as social framework Discovery: game as uncharted territory Expression: game as self-discovery Submission: game as pastime Game Aesthetics Convertible?
  11. 11. Aesthetics = What does that “doing with” experience feel like?
  12. 12. Acting Interacting Player World Killers Socializers Explorers Achievers harass, heckle, hack, cheat, taunt, tease give, express, comment, share, greet, like, tease explore, view, rate, 
 curate, vote, review win, challenge, create, compare, show off Bartle (1996) http://www.mud.co.uk/richard/hcds.htm Aesthetics = What does that “doing with” experience feel like?
  13. 13. 14 Mechanics = What they have to work with
  14. 14. Dynamics = What they can do with the mechanics
  15. 15. Dynamics = What they can do with the mechanics
  16. 16. Aesthetics = What does that “doing with” experience feel like?
  17. 17. 18 leads to Dynamics (what they do) Mechanics (materials/constraints) Aesthetics (how it feels) to review… leads to
  18. 18. 19 What are the “mechanics” 
 of a course? Share roll dice, move body/ piece, deal & draw cards, exchange, kick/bounce/throw/ catch/hit/miss, game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game, Game Mechanics Game Dynamics
  19. 19. Schedule Teaching Philosophy Students Classroom Mechanics = What they have to work with
  20. 20. 21 What are some “dynamics” 
 of a course? Share roll dice, move body/ piece, deal & draw cards, exchange, kick/bounce/throw/ catch/hit/miss, game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game, Game Mechanics Game Dynamics
  21. 21. Confessional Videos (community-building) Project Pitches (idea sharing) Experience Sharing (peer learning) Small Group Projects (collaboration) Dynamics = What they can do with the mechanics
  22. 22. 23 Dynamics = What they can do with the mechanics
  23. 23. 24 Share Sensation: game as sense-pleasure Fantasy: game as make-believe Narrative: game as drama Challenge: game as obstacle course Fellowship: game as social framework Discovery: game as uncharted territory Expression: game as self-discovery Submission: game as pastime Game Aesthetics What associations do different course dynamics conjure up?
  24. 24. 25 game as sense-pleasure: Sensation game as make-believe: Fantasy game as drama: Narrative game as obstacle course: Challenge game as social framework: Fellowship game as uncharted territory: Discovery game as self-discovery: Expression game as pastime: Submission Game Aesthetics What associations do different course activity designs conjure up? Embodiment: deep sense experience Epistemic Frame: role playing Scaffolding: the arc in learning Problem-based Learning: challenges Sociocultural: collaboration Research: deep investigation Self-Knowledge: prior understandings/identity Time-on-Task: motivated work Course Aesthetics
  25. 25. Aesthetics = What does that “doing with” experience feel like?
  26. 26. 27 not all game dynamics are “fun”
  27. 27. 28 So, how again does this jive with Backwards design?
  28. 28. 29 So, how again does this jive with Backwards design? Aesthetics Dynamics Mechanics
  29. 29. 30
  30. 30. SENSATION FANTASY NARRATIVE CHALLENGE FELLOWSHIP DISCOVERY EXPRESSION SUBMISSION OTHER OTHER LEVEL Adjust as necessary
  31. 31. Stage One:
 Desired Results
  32. 32. Stage Three: Learning Plan
  33. 33. Stage Two: 
 Evidence
  34. 34. Stage One:
 Desired Results
  35. 35. Stage Three: Learning Plan
  36. 36. Stage Two:
 Evidence
  37. 37. Stage One: Desired Results
  38. 38. 42 MDA in Course Design (Hunicke, Le Blanc, & Zubek, 2004) Repeat as needed. Identify Aesthetics Recognize Dynamics Tweak Mechanics Iterate
  • IlhamCahya2

    Jan. 29, 2019
  • NahidAbughname

    Sep. 30, 2015
  • omaruriel

    Aug. 13, 2015
  • ReginaLowery

    Aug. 12, 2015

Mechanics, Dynamics, and Aesthetics layered on top of Backwards Design. Why not design for a more interactive experience?

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