WSU IT7220 Week 2

1. Learning vs. Experience
IT 7220
January 26, 2009
Monday, January 26, 2009 1

2. Agenda
Personal Web pages

 Chap 2 - Learning Basics
 Chap 3 - Experience Basics
 Game Exercise
 Flash HOT - Chapters 4-6
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3. Personal Web Pages
Some information about you

Picture

Links

Is it engaging?

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4. Chap 2 - Learning Basics
Individual learning is about:

Engaging in activity

Encountering a problem

Reflecting to create an abstract conception

Testing the conception

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5. Instruction Cycle
Designing instruction means adding examples of

performance and feedback
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6. Instructional Frameworks
Bloom

Taxonomy of knowledge we have and use
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Gagné

Events of learning to achieve successful learning outcomes
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Mager

Interventions couched in learning objectives

Reigeluth

Elaboration of complexity and comprehensiveness until

knowledge or skill is fully elaborated and exercised
Keller

ARCS Model (attention, relevance, confidence, and satisfaction

to address affective elements and knowledge components
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7. Gagné’s Instructional Events
Bloom’s Taxonomy
Keller’s ARC’s with Gagné Events of Learning
Attention Relevance Confidence Satisfaction
Gain Attention Establish Objectives Provide Guidance Provide Feedback
Stimulate Prior Recall Elicit Performance Assess Performance
Present Content Enhance Retention
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8. Basic ID Model
• Elements for developing a learning experience:
• Objective
• Introduction
• Concept
• Examples
• Practice
• Summary
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9. Dealing with Content
• Linear Content
• Movies, television shows and books are all linear
• Modern DVD’s represent the purist extension of linear content
today
• Linear content is the province of the creator, and thus the least
valuable of the three content types
• Cyclical Content
• Interface: the DNA of most computer computer games
• Mapped to a real activity
• Open-ended Content
• Learners participate in the experience
• Focus on developing strategies, building environments, and taking
ownership
• Essential for transfer
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10. Goals of Learning
Goal is to achieve a change in behavior that is retained over
time and applies in a! relevant situations
• Retention
• Learning that persists beyond learning situation
to apply to appropriate situations on an ongoing
basis. Fostered by comprehension and practice.
• Transfer
• Leaning applied to new situations not covered
the learning situation. Developed throurgh
practice across contexts.
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11. Cognitivist Views
• Cognitive apprenticeship
• Demonstrate behaviors
• Practice/Scaffolding (support is gradually
removed)
• Reflection and feedback on performance
• Scenario-based learning
• Development of low-level knowledge skills
through discovery of resources internal and
external to learning situation--not by explicit
instruction
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12. Constructivist Views
• Learners must develop their own understanding
• Learners need to be active in engaging with
problems and developing hypotheses; require
feedback to refine models
• Emphasis on social nature of learning through
dialogue between learners; between learners and
mentors; between learners and environment
• Zone of Proximal Development: space between
competency and tasks learner can accomplish with
help (scaffolding) is the zone where learning occurs
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13. Convergence of Models
Move from knowledge test, where we ask learners
to identify the elements, to knowledge
application, where learners use knowledge to
solve a contextualized problem.
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14. Enhanced Design Model
• Elements
• Objective
• Dramatic Introduction
• Multiply represented context
• Annotated examples
• Scaffolded practice
• Guided Reflection
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15. Enhanced ID Model (Quinn)
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16. Elements for Successful
Learning
• Contextualized
• Clear goal
• Appropriate challenge
• Anchored
• Relevant
• Exploratory
• Active manipulation
• Appropriate feedback
• Attention getting
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17. Chap 3 - Experience Basics
• Game Genres
• Compelling Experience
• Human Computer Interface (HCI) Design
• Designing Engaging Experiences
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18. Game Platforms
• Arcade games (e.g., Asteroids; PacMan)
• Home computers (i.e., Dungeons and Dragons)
• Consoles (including handheld e.g., GameBoy)
• PC
• MMOLRPG via the Web
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19. Game Genres
• Action - original category; builds coordination and
reflexes
• Fighting - version of action game; characters in
martial arts or combat
• Driving or flying - often in competition; start out as
simulation and becomes a game because challenge
and fantasy are appealing (e.g., Microsoft Flight
Simulator)
• Sports - mimic popular individual or team sports;
develop mental skills involved in those sports
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20. More Game Genres
• 3D Shooter - first-person viewpoint; requires
navigational capabilities
• Card or board - electronic versions of familiar games
like solitaire and chess; may include strategic
components
• Strategy - story line requires prioritizing and allocating
resources to grow and conquer; may require
negotiation and navigation skills, and planning
• Fantasy role playing - players control character or team
that combat and gain skills over time; can have
embedded puzzles
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21. Still More Game Genres
• Adventure - character explores and must figure out
to overcome puzzles to advance
• Multiplayer - have developed capabilities to allow
players to play against one another
• Combinations - combine element of rpg’s with
adventure or that mix driving with 3D shooter
• Couple of thoughts about genres...
• Different genres work for different experiences;
aren’t necessarily interchangeable
• Mods are available; tend to be genre specific
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22. Properties of Games
• Game skills
• Physical dexterity
• Intellectual skills
• Role playing
• Game elements
• Competition
• Implements
• Territory
• Inventory
• Rules
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23. Experience: Flow
• Occurs when one is engaged in self-controlled,
goal-related, meaningful actions
• Management of challenge: above normal
requirements, but within capabilities
• Includes feedback tied to a goal
• Use of narrative; management of tension while
grounding action in a meaningful story
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24. Experience: Fun
• Challenge
• Requires reasonable level of difficulty
• Fantasy
• Compelling setting for game action; temporary
suspension of reality
• Curiosity
• Random events so that play is not completely
deterministic
• Control
• Learners are confronted with choices
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25. HCI Insights for Games
• Responsiveness - feedback from computer
• Benchmarks - indicators of outcomes and
progress
• Acceptable uncertainty - proceeding without
complete understanding is ok
• Safe conduct - ability to make errors without
affecting the real world
• Learning by doing - exploration and discovery
• Control - learner as an agent of action
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26. Designing Engaging
Experiences
• Thematic coherence
• Clear goal
• Balanced challenge
• Relevance: action to domain
• Relevance: problem to learner
• Choices of action
• Direct manipulation
• Action coupling
• Novel information or events
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27. Exercise
• Play Games2train’s solitaire game
• Does it meet the criteria for a ‘fun’ experience?
(challenge, fantasy, curiosity, control)
• Does it meet the criteria for the “enhanced
design model” presented by Quinn?
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28. Flash HOT - Chap 4-6
• Lab and Demonstration
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