Post on 23-Jan-2015
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Game Gamification
“A game is a system in which players engage in an abstract challenge, defined by rules, interactivity and feedback that results in a quantifiable outcome often eliciting an emotional reaction.”
“Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.”
ConstraintsEmotionsNarrative
ProgressionRelationshipsAbstraction
Dr. Kevin Werbach, Professor Wharton School of Business. MOOC Gamification Course
ChallengesChance
FeedbackCompetitionCooperation
TurnsFeedback
Resource AcquisitionRewards
TransactionsWin-States
Dr. Kevin Werbach, Professor Wharton School of Business. MOOC Gamification Course
AchievementsAvatarsBadges
Boss FightCollectingCombat
Content UnlockingGifting
LeaderboardLevelsPointsTeams
Virtual Goods
Dr. Kevin Werbach, Professor Wharton School of Business. MOOC Gamification Course
Not all games have all these elements.
Dr. Kevin Werbach, Professor Wharton School of Business. MOOC Gamification Course
Abstraction of Concepts and Reality
-Helps players manage the space being experienced.
-Cause and effect can be more clearly identified.
--Remove extraneous factors.
Role Play
-Assuming a role means the player must actively think about their
actions, decision and choices from the perspective of another.
-Forcing a learner to mimic behavior will influence future behavior.
Multiplayer
-Interacting with others is a large portion of games, even simple games typically involve more
than one player.
-Multiplayer means the chance for cooperation , conflict and
cooperation.
-Players add their own, unique changes to a game.
Social Aspects-The social elements of
games lead to Reputational Capital
-Dialogue among players.
-Common and shared experiences.
Rules-Operational Rules-Describe
how the game is played.
-Foundational Rules-Underlying formal structures, like the mathematics involved
with dice.
-Behavior Rules-How players are expected to act toward
one another.
-Instructional Rules-What you want the learner to gain from
playing the instructional game.
Objectives
-The introduction of an objective or a goal is what differentiates a game from
play.
-It gives the players something to work toward.
-Objects are either obtained or not obtained and that is a
quantifiable outcome.
StoryStory
Researchers have found that the human brain has a natural affinity
for narrative construction.
Researchers have found that the human brain has a natural affinity
for narrative construction.
Yep, People tend to remember facts more accurately if they encounter
them in a story rather than in a list.
Yep, People tend to remember facts more accurately if they encounter
them in a story rather than in a list.
And they rate legal arguments as more convincing when built into
narrative tales rather than on legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction.
Stories provide, context, meaning and purpose
1.Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. ResolutionCharacter encounters problem
Problem builds tension
A solution is offered
Results are presented/positive
NikePlus Stats for Karl
Write a story to match your game.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.”
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.”
Re-design the Instruction to Start with a Challenge
Investigatory Training
• Course Objectives– Identify the Forms Required for an Investigation– Practice Interview Techniques– Describe and Follow the Investigation Model
How would you turn this into a challenge?
It is your first day on the job as an investigator andJane, an employee in Accounting, just accused her boss of embezzling $10,000.
What is the first thing you should do?
Challenge and Consolidation– Good games offer players a setof challenging problems and then let them solve these problemsuntil they have virtually routinized or automated their solutions.
Games then throw a new class of problem at the players requiringthem to rethink their now, taken-for-granted mastery, learnsomething new, and integrate this new learning into their old mastery.
James Paul Gee, University of Wisconsin-Madison
Recommendations
• Embed facts to be learned in the context of stories.
• Start the learning process by providing a challenge to the learner.
• Provide a progression from simple to more difficult tasks.
• Use stories that are related to the context of the desired learning outcome.
• Embed facts to be learned in the context of stories.
• Start the learning process by providing a challenge to the learner.
• Provide a progression from simple to more difficult tasks.
• Use stories that are related to the context of the desired learning outcome.
FeedbackFeedback
Games like The Sims provide feedback on many dimensions which provide
opportunities to consider tradeoffs and higher level cognitive thinking.
The most helpful feedback provides specific comments about errors and suggestions for improvement. It also encourages learners to focus their attention thoughtfully on the task rather than on simply getting the right answer.
Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P. Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.
Leaderboards provide opportunities for players to
receive feedback about their performance as compared to
others.
Authentic Feedback provides realistic
feedback based on player actions.
Games can accelerate natural
feedback loops.
Recommendations • Provide authentic and realistic feedback.
• Feedback should be continuous through out the learning.
• Feedback should be instructional and provide knowledge of learner’s performance.
• Allow learners to create their own social “leaderboard” of friends.
• Provide authentic and realistic feedback.
• Feedback should be continuous through out the learning.
• Feedback should be instructional and provide knowledge of learner’s performance.
• Allow learners to create their own social “leaderboard” of friends.
Time Motivator for player/learner
activity and action.
As a resource allocated during the
game-play.
A game can compress time to show consequences of actions more quickly than
real-time.
We’ve Always Wanted Characters
Avatars/CharactersAvatars/Characters
Identity– no deep learning takes place unless an extended commitment of self is made for the long haul.
Good gamification captures players through identify.
Players either inherit a strongly formed and appealing character or they get to build a characterfrom the ground up.
Players become committed to the game space in which they will learn and act.
Based on work from James Paul Gee, University of Wisconsin-Madison
Avatar as Teacher
Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents
(characters) even when their functionality and adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565. Chapter 4 “The Gamification of Learning and Instruction”
On tests involving different word problems, the group who had a character explain the problems generated 30% more correct answers than the group with just on-screen text.
Animated pedagogical agents (characters) can be aids to learning. A “realistic” character did not facilitate learning any better than a “cartoon-like” character.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers ofMultimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”
Mentor
Motivator
Expert
Are two avatars better than one?
Mentor
Motivator
Expert
Yes, two avatars are better than one.
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115. Chapter 4 “The Gamification of Learning and Instruction”
Player as an avatar or character in game.
Who is more likely to run 24 hours later?
A.Person who watched an avatar not like them runningB.Person who watch an avatar like them runningC.Person watching an avatar like them loitering
Within 24 hours of watching an avatar like themselves run, learners were more likely to
run than watching an avatar not like them or watching an avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.
If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more
in the real world as compared to a control group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.
First Person ViewFirst Person View
Third Person ViewThird Person View
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
Third Person ViewThird Person View
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
“Seeing oneself as acting in a movie or a play (or a video game) is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey
“Seeing oneself as acting in a movie or a play (or a video game) is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey
Agency– The concept that players feel a real sense of agency and control. They have a real sense of ownership over what they are doing. They see themselves in the game or situation.
James Paul Gee, University of Wisconsin-Madison
Recommendations • Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and instruction to learners.
• Characters should speak in a natural, conversational tone.
• Use two characters, one for coaching and one for expertise is better than just having one character trying to do both.
• User third-person rather than first person to show activities.
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and instruction to learners.
• Characters should speak in a natural, conversational tone.
• Use two characters, one for coaching and one for expertise is better than just having one character trying to do both.
• User third-person rather than first person to show activities.
LevelsLevels
Games provide different levels for different points of
entry.
Scaffolding: Process of controlling the task elements that initially are
beyond the learner’s capacity.
Guided Practice. Step-by-step instructions and then fading of
instruction
Having different entry points into a learning module provides players with a comfort level that they can enter the learning and be successful.
Many of the instructional methods that are effective for novices either have no effect or, in some cases, depress
the learning of learners with more expertise.
Training designed for learners with greater prior knowledge requires different instruction methods
than training designed for novice learners.
Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence-based guidelines to manage cognitive load. Pfeiffer. Page 247. Chapter 7 and 7 of “The Gamification of Learning and Instruction.Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence-based guidelines to manage cognitive load. Pfeiffer. Page 247. Chapter 7 and 7 of “The Gamification of Learning and Instruction.
Don’t overload experienced learners with extra information. Keep to critical information they need
to know..
Use a problem-based or challenge-based approach to teaching experts.
Position the learning event as a “scale up” of existing skills.
Recommendations
• Provide different entry points into the instruction.
• Provide different learner experiences within the same e-learning module.
• Consider “leveling up” learner challenges.
• Provide different entry points into the instruction.
• Provide different learner experiences within the same e-learning module.
• Consider “leveling up” learner challenges.
Curve of Interest
Monitor within the instruction. Track player movement,
time on task, level of activity.
Replayability
• Replay provides learners with a chance to try a different approach, explore different hypothesizes and reduces the “sting of failure”
Replay and exploration can be placed in games by providing
additional pathways through the content.
Achieving goalsCollecting Items
Exploring SocializingEaster Eggs
Conflict, Competition and Cooperation
Conflict
Conflict-inflicting damage on other players
Competition
Competition-competing against other players
Cooperation
Cooperation-working with other players to achieve a goal.
Rewards, Incentives and Points
• Many games have leaderboards, badges that can be collected and other ways of rewarding players for certain activities and allow them to “show off” those awards.
Rewards release chemical dopamine in
brain.
Variable rewards release it twice.
In games like Super Mario Brothers, coins are collected and players are rewarded for having a large number of coins. This is
extrinsic motivation which keeps players playing to get more coins.
Use coins, points and rewards to provide feedback on performance, updates on progress and level of
correctness.
Leaderboards provide opportunities for players to
receive feedback about their performance as compared to
others.
Aesthetics
• A large element of any game is how the game looks and the overall congruency of the artwork, interface and activities.
Artwork and the “look and feel” of the game plays a major role in the overall design and enjoyment
of a game.
Includes audio as well as visual.
Chance
• Chance and luck are two key elements in games, the randomness of events and unpredictability of outcome is what keeps players engaged.– 50/50 chance is best level of chance in a game.
Chance or luck is a highly motivational element of games both of traditional games of chance but in other video games like finding hidden treasures.
Freedom to FailFreedom to Fail
Recommendations
• Allow failure.
• Provide for multiple attempts.
• Focus on learning from mistakes and failure.
• Allow failure.
• Provide for multiple attempts.
• Focus on learning from mistakes and failure.