16. What is this “game” stuff?
Gamification is
using game-based
mechanics,
aesthetics and
game-thinking to
engage people,
motivate action
promote learning,
and solve
problems.
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
game.
Simulation
Learning is a
realistic, controlledrisk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.
29. Wow, I heard about that
project, its almost as fun
as… never mind. Dragon
Slaying is much better.
30. First decision about this dragon slaying
game is how to start the game…what
should the players first in-game
experience be?
31. You have two choices:
Tell the player three things he/she needs to
know about slaying dragons.
or
Begin with a fight between the player and a
small, dangerous dragon.
33. Good game designers know that games
are engaging because they require action
right away.
Action draws in the player and
encourages further engagement. Start
by battling a dragon.
34. Research indicates that learners who
used interactive games for learning
had the greater cognitive gains over
learners provided with traditional
classroom training.
Vogel, J. J., Vogel D.S., Cannon‐Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and
Interactive simulations for learning: A meta‐analysis. Journal of Educational Computing Research, 34(3), 229‐243.
35. Too often instructional design is about
the content and not about the actions
that need to occur.
Game Design is about action.
36. Ok, next decision.
Provide a map with the location of all
the dragons.
or
Create a sense of mystery and
curiosity concerning the location of
dragons.
37. It is always a good idea to build curiosity and
mystery into a game. Reveal locations of dragons
throughout the course of the player’s journey.
40. A sense of suspense, mystery
and intrigue draws people into
games and can draw them into
learning as well.
41. OK, next decision, should we:
Make the game easy so we don’t discourage the
players.
or
Make the game challenging, knowing some
players will fail the first few times.
42. It needs to be challenging.
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.”
43. In fact, give them the
Kobayashi Maru of challenges.
45. Look! Things that are too easy or too difficult
will not pique a learner’s interest because they
lead to boredom or frustration.
Research has shown that challenge is correlated
with both intrinsic motivation and motivation
related to the desire to seek competence and
self confidence.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297‐333.
47. Well, the next decision, should we:
Put the player at risk, they could die at any
moment.
or
Let the player safely explore the environment.
48. Seriously, you are asking me
this question. The player needs
to be at risk.
49. No risk, or danger equal no skin in
the game.
Get the player emotionally involved
by putting him or her at “mock”
risk.
50. In games, failing is allowed, it’s
acceptable, and it’s part of the
process. Games accommodate
failure with multiple lives, second
chances and alternative methods of
success.
51. Do you punish failure in your
learning design or do you allow and
encourage the freedom to fail?
52. Last decision, should we:
Give player choices about what level to enter
the game.
or
Create one path for every player.
57. When given control over their learning, research
has shown that learners invested more and
attempted more complex strategies than when
they had no control. So give learners control.
Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of
contextualization, personalization and choice. Journal of Educational Psychology, 88, 715‐730
63. Slide courtesy of Angel Green of Allen Interactions Twitter:
@LearnerAdvocate
64. Here are five tips to help an
instructional designer to think like a
game designer:
1)
2)
3)
4)
5)
Begin with activity
Create curiosity, mystery, intrigue
Create a challenge for the learner
Put learners at “mock” risk
Give learners meaningful choices
