practical game mechanics for engaged learning
TRANSCRIPT
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STC Instructional Design & Learning SIG presents
Practical Game Mechanics for Engaged eLearningDate: 20 November 2013
Art: Mario World by Orioto
Conversation led by:Cheri Lockett ZubakPhiladelphia Metro Chapter
Copyright 2013, Cheryl Lockett Zubak
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Our journey today
Copyright 2013, Cheryl Lockett Zubak
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But first, why game mechanics?
Game mechanic A strategy, supported by a set of rules, for supporting player behavior within a game
Game learning mechanicA game mechanic that is supported by
evidence‐based learning theory
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But first, why game mechanics?
Full‐fledged games are expensive to create.Researchers are still in “discovery mode” about how
people learn in serious games.Mechanics are achievable even with simple tools.
You can design with these mechanics in a context that supports evidence‐based approaches (such as an eLearning project).
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What is a digital game?
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Let’s explore: Angry Birds Rio
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You tell me: What is a digital game?
Ideas from the webinar participants:
Electronic activityClear objective
Penalties / rewardsMultiple outcomesIntuitive approach
Interactive
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Game designers define digital games
A game is a problem‐solving activity, approached with a playful attitude.
Jesse Schell, The Art of Game Design
A game is a system in which players engage in an artificial construct, defined by rules, that results in a quantifiable outcome.
Katie Salen & Eric ZimmermanRules of Play: Game Design Fundamentals
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Nicola Whitton:Define by characteristics
Game-based learning refers to:
“Applications using the characteristics of video and computer games to create
engaging and immersive learning experiences for delivering specified learning
goals, outcomes, and experiences.”
Sarah de Frietas, Learning in immersive worlds
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Defining characteristics of gamesCharacteristic DefinitionCompetition Achieve an outcome that is superior to others or self
Challenge Tasks that require effort and are non‐trivial
Exploration A context‐sensitive environment that can be explored
Fantasy A make‐believe environment, characters, or narrative
Goals Explicit aims and objectives
Interaction Action changes the state of play and generates feedback
Outcomes Measurable results from gameplay (e.g., scoring)
People Participation by others, a community of some sort
Rules Activity with artificial constraints
Safety No consequences in the real world
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Whitton:Define by characteristics
Game or Game-based:Exhibit most or all of these characteristics
Game-like:Exhibit some of these characteristics
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Game examplesHardcore games
Casual games
Mixture
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Game-like examples
Interactive Fiction Interactive Reference Guides
Interactive Learning Guides
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By the way, is Angry Birds a learning game?
Not a serious learning game.
But repurposed for serious learning.
Example: Tracker Video Analysis: Projectile Motion with Angry Birds
http://www.opensourcephysics.org/items/detail.cfm?ID=11562
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What are the “must have” game characteristicsfor eLearning design?
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Somewhere in between game and game-like: eLearning with game mechanics
Blended learningGrades: 9‐12Site: Edheads.org
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What characteristics do you see?
Ideas from the webinar participants:
Realistic sceneScenario based
Immersed in a problem right awayThe problem matters
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A few important characteristics(elements of Whitton’s list)
Characteristics:World building (fantasy)
A problem with risk (challenge)Emotional content (outcome, fantasy)
Goals / objectives (outcome)
Strong similarities to:Problem-based learningScenario-based learning
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eLearning example 1
http://demos.articulate.com/showcase/studio/FoggsBalloonRace‐Unicorn/presentation.html
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Defining characteristics of this exampleCharacteristic DefinitionCompetition Don’t really compete with self or others, but you don’t want to lose
Challenge The questions are problem‐based; you don’t want to lose
Exploration The character (and you) interact in the environment, though minimally
Fantasy World‐building: The scenes are authentic – what you’d see on the job
Goals A fairly clear objective, wrapped in the scenario
Interaction Placed in the problem, answer customer questions
Outcomes Ongoing, measurable results from gameplay
People ‐‐‐ (could build this in through blended learning / coaching on the job)
Rules ‐‐‐ (any rules are superficial)
Safety No safety issues with the learning activities themselves.
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eLearning example 2
http://www.articulate.com/blog/award‐winning‐hazcom‐course‐for‐miners‐built‐with‐articulate‐studio/
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Defining characteristics of this exampleCharacteristic DefinitionCompetition Don’t really compete with self or others
Challenge Learning task is non‐trivial (real problems, emotional link to Chilean miners)
Exploration The character (and you) interact in the environment
Fantasy World‐building: The scenes are authentic – what you’d see on the job.
Goals A few clear objectives are spelled out early. You work toward them.
Interaction On‐going participation by the learner. Not just “watch, then quiz.”
Outcomes Ongoing, measurable results from gameplay (earning the equipment)
People ‐‐‐ (could build this in through blended learning / coaching on the job)
Rules Activity with artificial constraints
Safety No safety issues with the learning activities themselves.
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For more examples
Check out:
ElearningExamples.comhttp://info.alleninteractions.com/
our‐e‐learning‐demos/
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Can game story designbe applied to eLearning?
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Story-based games
A troubled history among game designersYet many games have strong story elements
My graduate project (Drexel University):Guidelines for story in game-based learning
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Important story design ideas
• Stories must support learning goals(it is not enough to be interesting)
• Use stories to set context for problems (best use is at the beginning of a scenario)
• Let learners take the “story” from there through problem-solving
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Basic design elementsCharacteristic DefinitionStory intro Brief (often linked) backstory and problem introduction, sufficient to set
the context for the learning activities
Relationship of story /learning goals
Goal is to gain skills through activity, not the storyLearner must be able to focus on the activity rather than the story Story provides meaningful context for the activity
Role of activities When the activity begins, the story becomes secondary to the activityNew story elements can disrupt learningExceptions: Surprise elements can challenge new aspects of the problem
Branching Hierarchical – branches into a mini‐scenario, but branching is not deepSituation resolves after one scene (per level)Player returns to original scene to make new choicesCharacters “regroup” at the end
Resolution Debriefing, reflective, review accomplishments
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Example
http://www.gradinggame.com/
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Basic design elementsCharacteristic DefinitionStory intro More involved backstory that is often revealed over time
Story / backstory are related to the learning goals. Sets the motivation for the learning activities
Relationship of story /learning goals
Follows the format of the dramatic arc or hero’s journeyPlayer is more involved with the story, problem‐solving, and discovery activitiesAll branches are related to the learning goals
Role of activities Activities can be more diverse (varied problems deepen the learning)However, all activities contribute to the learning goals
Branching Spider web branching design – reaches out, crosses over, and travels down different paths. (Nuanced best, medium, and bad paths)Situation does not easily resolve and might not resolve at all
Resolution Debriefing, reflective, review journey and accomplishments
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Example
http://www.telltalegames.com/walkingdead/http://www.ign.com/wikis/the‐walking‐dead‐game/Season_One%3A_Episode_1?objectid=163173
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Relationship to eLearning
Excellent Cathy Moore coursehttp://blog.cathy-moore.com/scenario-design-
online-course/
Two types of scenarios:Mini scenario (like light narrative)
Branching scenario (like rich narrative)
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http://blog.cathy‐moore.com/
eLearning mini scenarios(similar to light narrative)
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eLearning branching scenarios(similar to rich narrative)
http://blog.cathy‐moore.com/
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Example
http://blog.cathy‐moore.com/2010/05/elearning‐example‐branching‐scenario/
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http://blog.cathy‐moore.com/wp‐content/Haji‐flow‐simplified.png
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Can you apply game rewardsto eLearning design?
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An area of current explorationGame rewards:
On-going – reward for gaining experienceTied to quests
Gamification (companies like Badgeville)
Important: Do not align learning with superficial reward
Example:Zombies Run
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http://www.branchtrack.com
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What about you?Do you need to change?
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My thoughts
Focus on:Problems (meaningful, immerse right away,game problems are like scenario problems)
Experience (honor the experiences of learners)Challenge (“hard fun,” tasks that push)
Feedback (opportunity as you perform tasks)Risk (you might not win, but you can try again)
Emotional content (this learning matters)
To understand games, play games.
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Cheri Lockett ZubakEmail: workwriteinc at gmail.comConnect: www.linkedin.com/in/workwriteTwitter: @workwriteSkype: work.write.inc
Copyright 2013, Cheryl Lockett Zubak