Workshop with Carolyn Chandler and Jason Ulaszek. Experience design and game design have a lot in common, and the two worlds continue to come together. It's no wonder - we've all been playing games for millenia, to learn and grow or to get through tough challenges. So how can you incorporate the positive aspects of a game into the experiences you're designing for your customers? Learn more about basic game mechanics, and how they've been used to motivate learning, promote action, and prepare players (like your users) for complex scenarios.

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1 #WebVisions
Play to Change: Using Game Mechanics
to Motivate Your Audience
Carolyn Chandler @chanan
Jason Ulaszek @webbit

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Introductions
@webbit @chanan

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Play to Change: Using Game Mechanics to Motivate Your Audience
GAME PLAN

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The Game Plan
• Learn about important concepts in playful design
• Understand basic game mechanics, and how to:
– create an immersive environment for meaningful play
– motivate learning and promote action
• Explore misconceptions about gamification and design pitfalls to
avoid
• Try your own hand at techniques that will help you apply game
design concepts to your own work

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Our Rules of Play
1. Why Games are Important (as Designers)
2. Why We Play Them (as Humans)
3. The Line-Up of Players
4. Concept Design – Warm-Up
5. Challenge #1
6. Detailed Design – Game Time
7. Challenge #2
8. Challenge #3
9. Easter Eggs

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We’re talking about
Gamification, right?

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What is Gamification?
…it‟s the use of game mechanics to give an element of play,
engagement, and motivation to interactions that previously may not
have been called “fun.”
“A game is a problem-solving activity, approached with a playful
attitude.”
Jesse Schell
164 North State Street

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Top Gamification Myths
1. Gamification is new.
Tell that to Adam and Eve, who got history‟s
biggest level down on the Apple Challenge.
2. Gamification is no different from a game. It‟s a
distinction without a difference.
The Olympic events are games. The medal
ceremonies with podiums and flags and national
anthems are gamification.
http://blog.gamemaki.com/2012/05/top-10-myths-of-gamification/

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Top Gamification Myths
3. A lot of people won’t buy in.
Everyone already buys in, whether it‟s fantasy
football leagues or frequent flier programs or
church raffles. Critics underestimate the degree to
which people everywhere are already innured to
gamification.
4. Gamification exploits people.
Bad gamification exploits people. Good
gamification empowers them.
http://blog.gamemaki.com/2012/05/top-10-myths-of-gamification/

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Overlap of Game Design and UX
Playful Design: Creating Game Experiences in Everyday Interfaces, John Ferrara

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Still Battling it Out
Gartner‟s “Hype” Cycle for Adoption of New Technology
Playful Design: Creating Game Experiences in Everyday Interfaces, John Ferrara
2013

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There are 4 reasons why what we‟re
talking about today is important to
you as a designer

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Why this is so important for designers to
understand
Organizations are realizing the benefits of
play experiences – e.g. organizing
action for social change, personal health
habits4

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Big Hair and the Start of Big Business
• In the 1980‟s arcades pulled in about $2 billion/yr
• In 2010 alone, over $25 billion
As reported by the Entertainment Software Association

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Experiences Like Foursquare Fueled a Fire

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Why this is so important for designers to
understand
Generations have grown up
with gaming3

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The Console Gaming Experience
Magnavox Odyssey (1972) Atari 2600 (1977)
Nintendo Entertainment System (1985)

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• The average young person in a gaming culture plays 10,000 hours
by age 21 (Jane McGonigal)
• 10,000/(21yrs X 365days X 24hours) = .05 or 5%
• Or… roughly the same number of hours spent in school from 5th
grade to high school (assuming no tardies)
The 5%

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Why this is so important for designers to
understand
Data and technology advances have
made feedback more insightful and
engaging – a powerful feedback loop
motivates you to keep going!2

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Gamification and Wearables

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Why this is so important for designers to
understand
Game mechanics are based on
the psychology of motivation
and attention
1

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We‟ve Been Playing for a Looooong Time

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“Play is often talked
about as if it were a
relief from serious
learning. But for
children play is serious
learning. Play is really
the work of childhood.”
Won‟t you be my neighbor?

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“To learn, we must venture
out to explore and probe
the world around us. To
motivate that exploration,
our brain encourages us to
play.”

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What promotes a
feeling of play?

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“Flow” by Mihaly Csikszentmihalyi

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What helps encourage a flow state?
• Present an activity that has a clear set of goals.
• Balance the challenges you present and the skills of the participants.
• Give clear feedback about the participant‟s performance as they
interact.
• Cut down on distractions if you can.

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And of course…
FUN!
“Fun is pleasure with surprises.”

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How do games structure
play in different ways?

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Warm-Up
1. Everyone take a slip of paper – each
represents a player interaction pattern
2. Find and stay with those that have the
same interaction pattern.
3. This is your game design team!

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Player Interaction Patterns
Tracy Fullerton, “Game Design Workshop”
Single Player vs. Game
Multiple Individual Players vs.
Game
Player vs. Player
Multilateral Competition
Team Competition
Cooperative Play
Unilateral Competition

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Warm-Up
1. Brainstorm 3-4 games that use your player
interaction pattern
2. Pick one of those and discuss:
• What makes it challenging?
• How does it motivate you to act?
• How does it make you feel?
• How is it unique?

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Examples of Game Types
• Set Collection
– Mahjong, Ticket to Ride
• Social Paranoia
– Werewolves, Mafia
• Role Playing
– Dungeons and Dragons
• Resource Management
– The Sims
• Tile Laying
– Carcassonne
• Territory Control
– Risk

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Back to Our Story…

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How do games appeal appeal to
different types of players?

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Types of Players
Richard Bartle, creator of MUD, said that there are primarily four types of players. Usually people are a
mix which can vary by age and game. If taken in a more black-and-white way, the general population
is roughly composed of 75% socializers, 10% either explorers or achievers, and 5% killers.
People Environment
Acting
Interacting
Socializers
Killers Achievers
Explorers

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Types of Players
Tracy Fullerton rounds this out the following 10 types:
1. The Competitor: Plays to best other players, regardless of
the game
2. The Explorer: Curious about the world. Loves to go
adventuring: seeks outside boundaries, physical or mental
3. The Collector: Acquires items, trophies, or knowledge. Likes
to create sets, organize history, etc.
4. The Achiever: Plays for varying levels of achievement:
ladders and levels incentivize them

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Types of Players
5. The Joker: Doesn‟t take the game seriously. Plays for the
fun of playing. May annoy other players but also make the
game more social than competitive.
6. The Artist: Driven by creativity, creation, design.
7. The Director: Loves to be in charge, direct the play
8. The Storyteller: Loves to create or lives in worlds of fantasy
or imagination
9. The Performer: Loves to put on a show for others
10. The Craftsman: Wants to build, craft, engineer, or puzzle
things out

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Common Gamification Elements
• Achievement "badges” and levels
• Progress bars
• Systems for awarding, redeeming, trading, gifting, and otherwise
exchanging some kind of currency
• Challenges between users
• Leader boards
• Embedded, small casual games within other activities

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A Word of Warning
Gamification is NOT about adding “points” to something to make
people perform certain actions.
This could lead to point-seeking behavior.
And it won‟t fix a product if that product doesn‟t fit the needs of your
audience.

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#WebVisions 41
http://chocolate-broccoli.com
YOU CAN‟T JUST ADD CHOCOLATE

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Avoid adding chocolate to broccoli.
Don't rush to the outcome.
Focus on the path to your objective.
The end should be valuable but the means should be
enjoyable.
Don't think in terms of a product.
Think in terms of a system.

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Play to Change: Using Game Mechanics to Motivate Your Audience
CONCEPT DESIGN

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Know Your Audience
• Who are you focusing on?
• Where are you focusing them?
• What are you trying to influence?
• Are there important regulations to examine (e.g., COPPA)?

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Player Profile
A trait-based description of the players in a behavioral
game.
Consider Drivers…
…Volition (intrinsic motivation)…
…and Faculty (skills and abilities)
ACHIEVEMENT of goals |
STRUCTURE and guidance |
CONTROL of others |
SELF-INTEREST in actions |
ENJOYMENT of experience
FREEDOM to explore
ACCEPTANCE of others
SOCIAL INTEREST in actions

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Four Critical Elements of the Game
1. Story – the theme, or perhaps the relationship between the player and
your brand
2. Aesthetics – which can be simpler than you may think
3. Technology – pencil and paper, a mobile phone, downloads
4. Mechanics – the procedures and rules of your game

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Story Ideas
• High school drama
• College themed
• You play Cupid
• You‟re a TV star
• Hospital theme
• Music theme
Technology Ideas
• Cell phone platform
• Handheld game
• PC
• Integrated with IM
• Game console
Mechanics Ideas
• SIMs like game
• Interactive fiction game
• The winner makes the most
friends
• Try to spread rumors about
other players
• Try to help as many people as
possible
• TETRIS-like game
Aesthetic Ideas
• Anime style
• All characters are animals
• R&B music defines the game
• Edgy/rock/punk music defines the
feel

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Psychology Behind Reward Structures
• Three types of reinforcers:
– Continuous – behavior reinforced each time it‟s
performed
– Extinction – no instance of the behavior is
reinforced
– Intermittent – only some instances are
reinforced
• Can be positive or negative
http://www.betabunny.com/behaviorism/Conditioning2.htm
Burrhus Frederic (BF)
Skinner (1904-1990)

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Examples of Positive and Negative Reinforcers
• Positive
– Gaining points and clearing rows
– High Score or improving on a previous
score
– Fitting blocks
– Winning or advancing to the next level
• Negative
– Avoidance of losing
– Build up of rows
– Failure to beat an earlier high score

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Fixed vs. Variable Reward
Variable
• the time or number of responses will
vary around a particular number or
randomized number
• Example: Slot machine play
Fixed
• reinforcement occurs after a set period of
time or after a fixed number of responses
• Example: A new ball after 10,000 points in
pinball

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CREATE A GAME CONCEPT
Challenge #1

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Challenge Details
Setup
• Classrooms often have a mix of students who are ahead (and bored) as well as
students who are behind (and anxious or disengaged).
• Often the students who are behind, are so partly because their parents are not
engaged with their learning. Schools, who are strapped for resources, may not
be able to provide the 1-on-1 attention these students need.
Challenge
• Create a game concept that encourages peer-supported learning in order to
engage students at different levels.
• This can bring in other resources (like counselors) but should primarily “run” via
activities of the students.
• Consider all 4 elements of Story, Aesthetics, Technology and Mechanics (although
some may take more lead than others).

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Play to Change: Using Game Mechanics to Motivate Your Audience
DETAILED DESIGN

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

55. 55#WebVisions Case Study – Que Social

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QueSocial Mechanics
• Objective
– Use social media channels to meet sales or recruiting goals (via
forming tiny habits)
• Resistance
– Competition, scarcity
• Levels
– Based on challenges finished in connecting, learning, and
sharing

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SKILLS – a habit of sharing, good social media etiquette, responsiveness
RESOURCES – web browser and accounts in one or more of the following:
LinkedIn, Facebook, Twitter. Login to QueSocial platform. Within game: points,
learning modules, shareable content.
RESISTANCE – scarcity (points), competition
ACTIONS – Challenges like: connect with 5 new people on LinkedIn, share
QueSocial content with 3 people on Facebook, follow 5 new people on Twitter,
thank someone who’s followed you, complete a training module
FEEDBACK – points increase when the player refreshes the dashboard. Levels
increase, and progress towards level completion is shown. New challenges
appear when previous ones are completed.
BLACK BOX (rules engine)
On page refresh APIs with
Twitter, Facebook, and
LinkedIn are checked. Points
and levels are changed with
the following values:
• X points each for Challenges
1-4 and 6-8
• X points for Challenge #5
(complete training #1)
• X points for Challenge #8
(share content)
• Level up if Challenges 5 & 8
are completed and at least 3
of remaining challenges
QueSocial
ACTIVITY
Using social media channels
PLAYER PROFILE
Professionals in sales and recruiting, who have explicit goals to meet. In particular
those who are not using social media channels regularly. This may be due both to
lack of faculty (knowledge, skills) and volition (motivation, interest).
OBJECTIVES
Longterm:generateandclosemoreleads(salesandrecruiting)
Shortterm:createmore,betterconnections;learnaboutsocialmediausage
OUTCOMES
Changeinvisibilityamongpeers,pointstotradeinforbenefits,accesstotraining
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Objectives
• Objectives are goals toward which effort is directed.
• They can be short term (activity completion) and long-
term goals (the ultimate objective).
• Breaking out goals helps players take on manageable
challenges and experience success to keep them
playing.
• Example: The Objective is to balance out the classroom
by encouraging advanced students to help the students
who are behind. Related Goals: answer a question,
mentor a student for 1 hour, etc.

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan
ACTIVITY (the real-world endeavor that the game is built upon)

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Activity
• The activity is the real-world endeavor that the
behavioral game is based on – they‟re verbs
• Choose something that you want players to do
more, better, or differently.
• Examples:
– Studying (more often or more effectively)
– Cooking (healthy food at home)
– Driving (more safely)

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SKILLS
RESOURCES
RESISTANCE
ACTIONS
FEEDBACK
BLACK BOX
Game Name
ACTIVITY- peer-supported learning
PLAYER PROFILE
OBJECTIVES-Longterm–increaseclassperformanceand
interactionbyencouragingstudent-to-studentmentoring
OUTCOMES
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Player Profile
• A trait-based description of the players in a
behavioral game.
• Consider Drivers…
• ...Volition (intrinsic motivation)…
• …and Faculty (skills and abilities)
ACHIEVEMENT of goals |
STRUCTURE and guidance |
CONTROL of others |
SELF-INTEREST in actions |
ENJOYMENT of experience
FREEDOM to explore
ACCEPTANCE of others
SOCIAL INTEREST in actions

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SKILLS
RESOURCES
RESISTANCE
ACTIONS
FEEDBACK
BLACK BOX
Game Name
ACTIVITY- peer-supported learning
PLAYER PROFILE – Students from 7th grade to high school
level. Some are ahead and bored, others behind and
anxious or disengaged.
OBJECTIVES
OUTCOMES
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Actions
• Actions are moves available to the player.
• It includes what they are allowed to do and the where,
when, and how of them.
• Actions influence the tone and style of a behavioral
game.
• Examples:
– Posting a question
– Taking a quiz
– Rating a comment

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Skills
• Skills are learnable, specialized abilities put to use
in behavioral games.
• Generally they fall into these categories:
– Physical skills (like running or keeping rhythm)
– Mental skills (pattern recognition, memory…)
– Social skills (presenting, meeting new people…)
• Skill development should be valuable both in the
game and in the real world.

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SKILLS – mentoring, social skills, academic
knowledge, good study habits
RESOURCES
RESISTANCE
ACTIONS
FEEDBACK
BLACK BOX
Game Name
ACTIVITY- peer-supported learning
PLAYER PROFILE
OBJECTIVES
OUTCOMES
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Resources
• Resources are the space and supplies that players
use or can acquire.
• Traditional games may have boards, pieces, cards,
play money, or courts.
• Digital games may have items carried, or virtual
currency
• Each item has attributes (what it can do and what
can be done with it) and states (active/inactive, for
example).

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Resistance
• Resistance is the force of opposition that
creates tension.
• This is important because playing a game we
know we‟re going to win is no fun.
• Examples are:
– Competition
– Chance
– Time Pressure
– Scarcity

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Feedback
• Feedback is a system‟s response to a players actions.
• It‟s what tells us the result of a decision.
• Good feedback is a key building block as it helps the
player evaluate their performance, and helps them gain
confidence in their faculty – their ability to meet the
objectives.
• Examples of feedback:
– A roomful of laughter (sound)
– A speedometer‟s reading (data)

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Black Box
• The Black Box is a system‟s rules engine. This could be
a computer program or a document (or just be in the
designer‟s head).
• It contains the information about ties between actions
and feedback (and if/then scenarios)
• For Nike+:
– The runner takes action by running at a certain pace
– They get feedback in the form or auditory encouragement
– The black box determines when it will play the audio

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SKILLS (specialized abilities to develop - physical, mental, social)
RESOURCES (spaces and supplies)
RESISTANCE (opposition + uncertainty)
ACTIONS (moves and decisions)
FEEDBACK (system response)
BLACK BOX (rules engine)
Game Name
ACTIVITY (the real-world endeavor that the game is built upon)
PLAYER PROFILE (trait-based descriptions of players, their drivers and symptoms)
OBJECTIVES(shorttermandlongtermgoalsforgameplay)
OUTCOMES(resultsfromaplayermeetingormissingshort-termgoals)
Achievement |
Structure |
Control |
Self-interest |
Enjoyment
Freedom
Acceptance
Social Interest
Based on “Game Frame” by Aaron Dignan

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Outcomes
• Outcomes are the positive and negative results that
happen while in pursuit of the ultimate objective.
• Positive outcome: tangible and intangible awards such
as moving up a level
• Negative outcome: starting over or losing key resources

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CREATE DETAILS FOR YOUR
GAME CONCEPT
Challenge #2

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Challenge Details
Challenge
• Detail the framework for one of your concepts - encouraging
peer-supported learning in order to engage students at
different levels.
Reminder…
• This can bring in other resources (like counselors) but should
primarily “run” via activities of the students.
• If you need some inspiration, check out our playing cards.

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POSTERIZE YOUR GAME
Challenge #3

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Case Study – Barbie Life in the Dreamhouse

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Barbie Life in the Dreamhouse Mechanics
• Objective
– Immerse players in the story of Barbie and her friends
• Resistance
– Scarcity, Targets
• Levels
– Based on participating in activities and exchanges, playing
games and watching videos

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Interacting with Barbie and Friends

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Pink-tastically Toy-riffic Infographic

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Making a Splash in the Dreamhouse Pool
• Season 1 in June „12 (Season 2 October ‟12)
• 22 languages
• 400k+ players registered
• 500 million B-Coins awarded
• 325k hearts given out
• 400k B-Gifts from characters to players
• 500k “Love Its”
• 20+ million videos watched

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Challenge Details
Challenge
• Design a poster that illustrates the overall game experience.

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EASTER EGGS
Play to Change: Using Game Mechanics to Motivate Your Audience

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Activity Motivators
• Activity motivators are interactive features on a site that
are expressly added to encourage both an increase in
the amount and/or quality of an individual‟s activity on a
site, and the overall growth of the community.
• Examples of motivators are features that track the
number of people you‟re connected to. On community
sites, common motivators center on building your
network, completing a goal, achieving levels of status,
and building your reputation.

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Connecting
One of the most common features of a community site is the
ability to connect with people you know, and find new people to
connect with, adding them as friends or connections. There is a
competitive status with having a high total number of
connections (which LinkedIn strengthens by making this number
very prominent in lists and icons). Common motivations are
meeting new people, and maintaining closer contact with others
that have proven relationships or shared interests.
There’s a dopamine rush associated with getting a response
to anything you post.

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Collecting / Completing
Completing a task has its own rewards, and completing a larger
goal with multiple subtasks can be a motivator for repeat visits
and higher commitment. In a way, this can be like completing a
game; it‟s nice to have others view your success (an indicator of
status), but the primary motivator is often a personal drive to
complete and master a challenge. LinkedIn uses completeness
as a motivator to encourage users to create a full profile. Key to
this is providing a visual indicator of progress, and clear and
actionable methods to move towards completeness. A sense of
achievement can be attained with or without a prominent
indication of status.

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Status
One of the strongest motivators that can be introduced to a community
is the visible indication of status, which can be driven by a desire for
personal status or by group competition. Status measures often do not
require a large initial investment from the user, but allow people to grow
incrementally. They can range from subtle to direct, and private to
prominent. For example, a subtle measure may simply be a statistic
shown on a user‟s private profile page; a less subtle measure may be a
comparison of that statistic against the same for the average user; and
a direct measure may be the creation of distinct status levels such as
MyC4‟s 10-levels indicating the amount a user has donated (which is
also fairly prominent, as it appears on a user‟s public profile page).

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Status
Keep in mind that introducing very blatant and prominent status measures in a
community may alter the tone of the site depending on how it is presented, as it
can add a feeling of competition rather than cooperation. For a site centered on
giving that chooses to display status, it will be important to ensure those who
give once still feel the satisfaction of giving, but allow those who desire status
additional access and visibility into these features.
A benefit of this motivation for status is that it can be tied to reputation, leading
to a higher degree of integrity on the site overall. This is a key lynchpin for
eBay‟s strategy, as a good reputation can directly impact your ability to make
money or buy items on the site.

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Reputation
Reputation motivators are a type of status motivator, with the
additional connotation of a user being considered reliable and/or
an expert within the community. They are useful on social
networking sites that require trust between members or roles; for
example to ensure high-quality user-generated content, or high-
integrity financial interactions. For example, a user on eBay may
have sold many items (showing that they are highly active) but
may not have good feedback on the site, thus having a weak
reputation. Reputation motivators can be a very effective way to
reduce the amount of time and effort needed to police a site, as
the community itself performs much of the policing.

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Good Activity Motivators…
• Reflect the primary business objectives driving the inclusion of
community building features (for example, “increase the
overall number of donors” could be primary, while “increase
the overall amount of each donation” may be secondary)
• Ideally, can only be attained and increased by actions that are
possible to perform via the site itself
• Have a simple, easy to understand structure with a small
number of “moving parts”
• Have consistent rules that rarely change (although additional
methods for attaining status may be added)

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Good Activity Motivators…
• Are visible in a central, personalized area such as a group or
individual profile
• Have a low barrier to initial participation
• Encourage repeat and incremental participation
• Reward the user when a level or goal has been attained (this
can be a tangible reward, like a gift, or a conceptual reward
like a status level or other visual indicator of completion,
status, reputation, etc.). Common methods for tracking and
rewarding are counts, scores, levels, titles, and ratings.

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Social Activities
• Advocate
• Argue
• Comment
• Compare
• Compete
• Curate
• Explore
• Express
• Flirt
• Give
• Greet
• Harass
• Help
• Join
• Like
• Mug
• Poke
• Rate
• Read
• Recommend
• Share
• Show off
• Taunt
• View
• Vote

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Common Gamification Elements
• achievement "badges"
• achievement levels
• leader boards
• a progress bar or other visual meter to indicate how close people
are to completing a task a company is trying to encourage, such as
completing a social networking profile or earning a frequent shopper
loyalty award.
• virtual currency
• systems for awarding, redeeming, trading, gifting, and otherwise
exchanging points
• challenges between users
• embedding small casual games within other activities

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Resources
• The Art of Game Design, by Jesse Schell
• Game Design Workshop
• Gamification by Design, Gabe Zichermann
• A Theory of Fun for Game Design, Ralph Koster
• GamificationU.com
• SeriousGames.org