a playful affordances model for gameful learning

A Playful Affordances Model for Gameful

LearningRobert W. Songer¹² Kazunori Miyata²

¹Kanazawa Technical College

²Japan Advanced Institute of Science and Technology

Does Gamification Work?

• A review of empirical studies on gamification reveal numerous variables related to the efficacy of gamified systems, namely related to the context and the user. [7]

How can we design game-like experiences that encourage student learning?

TEEM '14, October 01 - 03 2014, Salamanca, Spain

Gamification vs. Gameful Design [6]

Gamification• Game design elements in

non-game context• Often seen as a “game-layer”• Employs rhetoric and metaphor

Gameful Design• Game-like experiences from

game design principles• Instills ludic qualities• Gameplay behavioral outcomes


What motivates gamers?

• Self-Determination Theory (SDT) says feelings of autonomy, competency and relatedness foster high quality motivation. [14]

↪ Games satisfy these psychological needs for well-being which may or may not be present in real-life. [12]

• A survey of gamers shows dispositional flow and intrinsic regulation to be the strongest motivating factors of gaming. [17]


Dispositional Flow [5]

1. Balance of challenge and skill2. Merging of actions and awareness3. Clear goals4. Unambiguous feedback5. Concentration on the task at-hand6. A sense of control7. Loss of self-consciousness8. Transformation of time9. Autotelic experience


Mechanics

Dynamics

Aesthetics

System

Interaction

Experience

Transformation

Interface Design

Patterns and Mechanics

Principles and Heuristics

Game Models

Game Design Methods

MDA [9] Playful Persuasion [13] Game Design Elements [6]

Frameworks for Game Design & Analysis


Two Definitions of “Game”

“a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome”

([15], p. 80)

“a problem-solving experience approached with a playful attitude”

([16], p. 37)


The Phenomenon of Play

• Defined by attitude (mode) as well as activity (form). [11]• An autotelic experience communicated implicitly through the framing

of the activity. [2]• A “magic circle” of ritual integrating physical, psychological and social

contexts. [8]

Is it still play if we don’t enjoy the game?


(Electronic) Games• Artifacts• Social

Context

Target Domain• Artifacts• Social

Context

Psychological State TEEM '14, October 01 - 03 2014, Salamanca, Spain

Gamification in Context

• Game-like experiences rely on a gameful context.

• The domain to be gamified is heavy with context which must then be integrated into the spatial and temporal bounds of the “game”.

1. Use game design elements in the creation of artifacts for learning (materials, assessments, etc.) to make the context gameful.

2. Design for learning goals/outcomes to emerge from the special meaning created through play within the gameful context.


Play terms (compiled from [1,3,4,10])

Agon Alea Mimicry IlinxChallenge Discovery Fantasy SensationCompetition Curiosity Narrative StimulationDifficulty Exploration Fiction DangerControl Risk Creation SensoryAchievement & Completion

Beauty & Immersion

Cognitive Synergy

Physical Activity

Contest & Challenge

Exploration & Discovery

Imagination & Creativity

Sensation & Arousal


Playful Affordances

• Multi-dimensional relationship of enjoyable experiences emerging from playful actions


Discussion

• Affordances guide design; states present qualities to be evaluated.

• Provided for play mode but not utility mode


Thank You

[1] Apter, M. J. 1991 A Structural-Phenomenology of Play.[2] Bateson, G. A 1972. Theory of Play and Fantasy.[3] Caillois, R. 1961. Man, Play, and Games. [4] Costello, B. and Edmonds, E. 2007 A Study in Play,

Pleasure and Interaction Design.[5] Csikszentmihalyi, M. 1990. Flow: the psychology of

optimal experience. [6] Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011).

From Game Design Elements to Gamefulness: Defining "Gamification".

[7] Hamari, J., Koivisto, J., and Sarsa, H. 2014. Does Gamification Work? — A Literature Review of Empirical Studies on Gamification.

[8] Huizinga, J. 1955. Homo ludens: a study of the play element in culture.

[9] Hunicke, R., LeBlanc, M., and Zubek, R. 2004. MDA: A Formal Approach to Game Design and Game Research.

[10] Korhonen, H., Montola, M., and Arrasvuori, J. 2009. Understanding Playful User Experience Through Digital Games.

[11] Malaby, T. M. 2008. Anthropology and play: the contours of playful experience.

[12] Przybylski, A. K., Rigby, C. S., and Ryan, R. M. 2010. A Motivational Model of Video Game Engagement.

[13] Rozendaal, M., Vermeeren, A., Bekker, T., and de Ridder, H. 2011. A research framework for playful persuasion based on psychological needs and bodily interaction.

[14] Ryan, R. M. and Deci, E. L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

[15] Salen, K. and Zimmerman, E. 2004. Rules of Play: Game Design Fundamentals.

[16] Schell, J. 2008. The Art of Game Design. [17] Wang, C. J., Khoo, A., Liu, W. C., and Divaharan, S. 2008.

Passion and Intrinsic Motivation in Digital Gaming. [18] Yee, N. 2005. Motivations of play in MMORPGs: results

from a factor analytic approach.

a playful affordances model for gameful learning

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