Ten principles of game design for learning
14 likes•5,622 views
The document discusses principles that can be learned from game designers to improve e-learning. It introduces Allison, a new instructional designer who is interested in game-based learning but faces challenges with her new boss not being convinced of its value. The document then outlines 10 principles from game design that can be applied to e-learning to make it more engaging and effective, such as designing for feedback, increasing difficulty over time, and making learning feel fun and rewarding through accomplishments and goals.
Ten principles of game design for learning
- 1. TEN PRINCIPLES WE CAN LEARN FROM GAME DESIGNERS JULIE DIRKSEN USABLE LEARNING
- 2. © Usable Learning 2013 BUT FIRST, MEET ALLISON Allison is a brand new instructional designer, who just got hired for her first job. I’m really excited – I studied game- based learning in school, and my new boss is really enthusiastic about the idea!
- 3. © Usable Learning 2013 Donald, Allison’s new boss is pretty enthusiastic. HER BOSS IS ON BOARD… We hired Allison partly because she can bring a fresh new perspective. I’ll need to coach her on the business end, but she’s got some great ideas. We are going to find a learning game project for her right away.
- 4. © Usable Learning 2013 …there’s a new development… BUT THEN…. Hey, Allison, I have some great news! I just got the offer to head up all of South American training! It’ll be a chance to perfect my salsa moves. And oh yeah – you’re getting a new boss.
- 5. © Usable Learning 2013 Lena is not a “game-y” person. THE NEW BOSS I’m not sure I see the business value of games for learning. Allison is going to have be pretty convincing, and make the case for this project.
- 6. © Usable Learning 2013 Green Work Practices Software Training Safety Compliance ALLISON’S DILEMMA
- 7. © Usable Learning 2013 MAKING THE CASE Video Game Stare
- 8. © Usable Learning 2013 Making the business case MAKING THE CASE FOR GAMES Lena needs more than “engagement” to convince her. Secret: It’s not really about engagement.
- 9. © Usable Learning 2013 THE BOSS PRIZE OF E-LEARNING Familiarization Comprehension Conscious Effort Conscious Action Proficiency Unconscious Competence - From Electronic Performance Support Systems by Gloria Gery
- 10. Glucose Metabolic Rate after several weeks of Tetris Practice
- 11. Tip #1DESIGN FOR FEEDBACK
- 12. © Usable Learning 2013 What does the feedback loop look like? FEEDBACK
- 13. © Usable Learning 2013 CYCLES OF EXPERTISE Principle: Expertise is formed in any area by repeated cycles of learners practicing skills until they are nearly automatic, then having those skills fail in ways that cause the learners to have to think again and learn anew... Games: Good games create and support the cycle of expertise...This is, in fact, part of what constitutes good pacing in a game. - James Paul Gee
- 14. © Usable Learning 2013 ANYBODY EVERY PLAYED DINER DASH?
- 15. © Usable Learning 2013 How often do users get feedback in e-Learning? FEEDBACK FREQUENCY
- 16. © Usable Learning 2013 Positive Feedback Negative Feedback Reward Punishment BETTER THAN A SKINNER BOX
- 17. Tip #2TALK TO THE ELEPHANT
- 18. © Usable Learning 2013 How long is your attention span? FIRST, LET’S START WITH ATTENTION
- 19. © Usable Learning 2013 Let’s talk about attention… LET’S START WITH THE ELEPHANT Jonathan Haidt, The Happiness Hypothesis
- 20. © Usable Learning 2013 THE RIDER
- 21. © Usable Learning 2013 THE ELEPHANT
- 22. © Usable Learning 2013 SO, WHEN THERE’S A CONFLICT… Who do you think wins?
- 24. © Usable Learning 2013 URGENCY MATTERS We are creatures of urgency: Maybe I should consider retirement planning…Basically, the elephant is bad at waiting for stuff.
- 25. © Usable Learning 2013 WE HAVE TROUBLE WITH THIS… We are also loss averse…
- 26. © Usable Learning 2013 WHICH DO YOU THINK WORKS BETTER: I guess I’ll be glad I know this someday… I’m really glad I know this now…
- 27. © Usable Learning 2013 AND THE FUTURE IS SOOOOO FAR AWAY…
- 28. © Usable Learning 2013 WE MAKE DECISIONS DIFFERENTLY FOR OUR FUTURE SELVES Current self Future self Pronin et al 2008
- 29. © Usable Learning 2013 IT’S ABOUT CAKE VS FRUIT SALAD Shiv and Fedorikhin 1999 Heart and Mind in Conflict: The Interplay of Affect and Cognition in Consumer Decision Making
- 31. © Usable Learning 2013 Instead of WIIFM, How about WCIDWT? PURPOSE
- 32. © Usable Learning 2013 WCIDWT?
- 33. © Usable Learning 2013 A goal needs to be an accomplishment GOALS = ACCOMPLISHMENTS You completed Module 4! I crushed the quarterly sales goal!
- 34. © Usable Learning 2013 Would you rather: THEY NEED TO BE INTERESTING CHOICES Go faster Be safer
- 36. Tip #5 STRUCTURED FLOW OF GOALS
- 37. © Usable Learning 2013 NEXT, LET’S TALK ABOUT GOALS Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
- 40. © Usable Learning 2013 EVER BEEN ROCK CLIMBING?
- 41. © Usable Learning 2013 Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design MICRO-LEVEL GOALS
- 42. © Usable Learning 2013 MEDIUM GOALS Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
- 43. © Usable Learning 2013 Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design END GOAL!
- 44. © Usable Learning 2013 BUT WAIT… 5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
- 45. © Usable Learning 2013 THERE’S MORE… 5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
- 50. © Usable Learning 2013 EVEN IF YOU DON’T NOTICE IT…
- 51. © Usable Learning 2013 EVEN IF YOU DON’T NOTICE IT… The Art of Game Design By Jesse Schell
- 52. © Usable Learning 2013 HOW ABOUT MONOPOLY?
- 53. © Usable Learning 2013 POP QUIZ How you do you say: “Mihaly Csikszentmihalyi” cheat code
- 54. © Usable Learning 2013 WHAT’S FLOW? Flow: The Psychology of Optimal Experience By Mihaly Csikszentmihalyi
- 55. ArousalAnxiety Worry Control RelaxationApathy Boredom Flow Low Skill Level High ChallengeLevel High Low
- 56. © Usable Learning 2013 THE FLOW CHANNEL Challenge Ability - Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
- 58. © Usable Learning 2013 WHAT’S HAPPENING IN THE BRAIN?
- 59. © Usable Learning 2013 WHAT IS GOING ON WHEN YOU ARE LEARNING SOMETHING NEW? Well, areas like your frontal cortex gets busy. It starts burning a lot of fuel, and hits its limits pretty quickly.
- 60. © Usable Learning 2013 WHAT IS GOING ON WHEN YOU USING A REGULAR PATTERN YOU ALREADY KNOW? That leverages parts of the brain/brain functions that can run without a lot of conscious attention.
- 61. © Usable Learning 2013 MOST CLASSES ARE BIKING STRAIGHT UPHILL New New New New New New Whew!
- 62. © Usable Learning 2013 GAMES, ON THE OTHER HAND… Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Some new stuff, pretty easy though Stuff you know plus a bit more Stuff you know, maybe a little faster Stuff you know plus a bit more Stuff you know, kicked up a notch Boss Fight
- 63. Glucose Metabolic Rate after several weeks of Tetris Practice
- 64. © Usable Learning 2013 IT ALSO ALLOWS YOU TO PAY ATTENTION TO WHAT’S DIFFERENT. In this model, everything is new and everything is important (so nothing is). Whew !
- 65. © Usable Learning 2013 IT ALSO ALLOWS YOU TO PAY ATTENTION TO WHAT’S DIFFERENT. In this model, the new material is mixed in with existing stuff, so the new material stands out. Whew !
- 66. © Usable Learning 2013 KEEP IT BALANCED Challenge Ability
- 67. Tip #8MAKE THINGS VISCERAL
- 68. © Usable Learning 2013 LET’S TALK ABOUT VISCERAL FEEDBACK http://vhil.stanford.edu/pubs/2011/VHIL-technical-report.pdf
- 69. © Usable Learning 2013 CONSEQUENCE-BASED FEEDBACK “Incorrect, a better choice would be to establish a perimeter before proceeding into the secure area.” BLAM! “You just triggered a secondary device, killing yourself and several bystanders…” This is opinion... …while this is data.
- 70. Tip #9MAKE IT FUN
- 71. © Usable Learning 2013 TYPES OF FUN Fiero or Hard Fun Overcoming Challenges, Solving Puzzles Easy Fun Curiosity, Exploration, Discovery and Surprise People Fun Socializing, Collaboration Serious Fun Excitement, Relaxation Nicole Lazzaro: The 4 Fun Keys
- 72. © Usable Learning 2013 TAXONOMY OF GAME PLEASURES Leblanc's Taxonomy of Game Pleasures 1. Sensation 2. Fantasy 3. Narrative 4. Challenge 5. Fellowship 6. Discovery 7. Expression 8. Submission Additional (Schell) Anticipation Delight in another's misfortune Gift giving Humor Possibility Pride in an accomplishment Purification (and Set Completion) Surprise Thrill Triumph over adversity Wonder
- 73. © Usable Learning 2013 There’s no such thing as mandatory fun. GAME EXPERIENCE - FUN Hmm…I realize that gaming experiences are fundamentally subjective, but objectively speaking, this game is just not fun.
- 74. © Usable Learning 2013 Is five dollars a good reward? BE CAREFUL ABOUT REWARDS
- 75. © Usable Learning 2013 GOOD SURPRISES ARE GOOD Pleasant surprises cause a dopamine spike “PAY ATTENTION! If this is good, then you want more.
- 76. © Usable Learning 2013 EVEN BAD SURPRISES ARE GOOD Unpleasant surprises cause a dopamine drop. “PAY ATTENTION! This is bad. Avoid in future.”
- 77. © Usable Learning 2013 NO SURPRISES ARE BAD Hmm. I wonder what I should have for dinner...
- 78. © Usable Learning 2013 GAMES DO THIS WELL Gold Coin Gold Coin Gold Coin Gold Coin Super Platinum Hammer of Death™ that lets you SQUASH evildoers!!!
- 79. Tip #10 DON’T MAKE CRAPPY GAMES
- 80. © Usable Learning 2013 MATCH GAMEPLAY TO THE REAL TASK Games are good at teaching you how to play games (not necessarily how to actually do things)
- 81. © Usable Learning 2013 Is this a good game? MATCH GAMEPLAY TO CONTENT logo logo logo logo
- 82. © Usable Learning 2013 PLAYTEST LIKE CRAZY You HAVE to test games out.
- 83. © Usable Learning 2013 PLANTS VS ZOMBIES LEVEL DIFFICULTY
- 84. © Usable Learning 2013 Green Work Practices Software Training Safety Compliance ALLISON’S DILEMMA I need to decide.
- 85. © Usable Learning 2013 Green Work Practices Software Training Safety Compliance ALLISON’S DILEMMA 10 Tips: 1. Design for feedback 2. Talk to the Elephant 3. Urgency Matters 4. Design for accomplishments 5. Create a structured flow of goals 6. Increase difficulty 7. Design for Automaticity 8. Make it visceral 9. Make it fun (use surprise and unexpectedness) 10.Don’t make crappy games (Match gameplay to real task)
- 86. © Usable Learning 2013 Thanks! Julie Dirksen Usable Learning [email protected] Twitter: usablelearning Linkedin: Julie Dirksen References here: http://bit.ly/TKgame QUESTION? COMMENTS? VIOLENT DISAGREEMENT?