Not Another Leaderboard! Or How I Learned to Love Gamification
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“Leaderboards, badges, agency” – these words are meaningless on their own. This presentation aims to give the “why” and “how” of using behavioural game theory in education, while avoiding psych jargon like “behavioural game theory”. By the end you’ll understand that humans make strange decisions. You’ll also walk away with a toolbox of questions and techniques to apply during design to improve what most learning wants to do anyway: change learner behaviour. www.kineo.com
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Not Another Leaderboard! Or How I Learned to Love Gamification
- 1. We begin in a dark room. The room is freezing. The fire is dead. Light fire.
- 2. Stoke fire. The light from the fire spills from the windows, out into the dark. A fire-lit room
- 3. The room is warm. Stoke fire. A fire-lit room A ragged stranger stumbles through the door and collapses in the corner, shivering.
- 4. Stoke fire. The wood is running out. Stores . Wood 3 A Fire-lit Room A Silent Forest
- 5. Gather wood Stores . Wood 3 A Fire-lit Room A Silent Forest The sky is grey and cold. There is a chill wind.
- 6. Where to go from here? Onward to “gamification”
- 7. 7 Not another leaderboard! Richard Durham, Senior Instructional Designer 22nd July 2015
- 8. 8 AGENDA A Dark Room What is gamification, really? How are games used now? What are we missing? An appeal to play What else can games do?
- 9. 9 What is gamification, really? But have you ever been asked, “What is a game?” You might have been asked to define this before. “It’s the use of game-thinking and game mechanics in a non-game context in order to engage users and solve problems.”
- 10. 10 No universally accepted academic definition …engaging in conflict (narrative)… …games are systems with rules… …art with a goal… Jane McGonigal Katie Salen / Eric Zimmerman Greg Costikayan
- 11. 11 Our definition for today? Play is what happens when you freely and knowingly bound your behaviour to a set of rules in the hope of gaining some benefit. Games are play you can lose. Richard Bartle, PhD (I bring up the PhD so play research sounds more legitimate)
- 12. 12 How are games used now?
- 13. 13 And here’s a picture of a dog with his head stuck in a bucket of puffed cheesy balls
- 14. 14 Tip: Get a hold of your outcomes, of course Image: Wuzzit Trouble by BrainQuake Wuzzit Trouble • Not procedural practice • About number sense, not symbols • Multiple solutions to complex problems Forbes Interview with Slate
- 15. 15 What’s in this picture?
- 16. 16 Beat your score - StupidRobot • Crowd-sourced metadata tagging • Two minutes to describe a picture • Words 4-10 letters long • Friendly, challenging, engaging • Rewarded for Specificity Image: StupidRobot, metadatagames.org
- 17. 17 Tip: Incentivise the behaviour. Via: “Citizen Archivists at Play: Game Design for Gathering Metadata for Cultural Heritage Institutions.” Mary Flanagan, et al, 2013 Form the incentive around improving the the learner’s core value.
- 18. 18 Leaderboards in games Know where you stand! Encourage competition!
- 19. 19 CityVille leaderboards • Complete tasks you would be doing anyways. • Earn prizes for top positions. Image: CityVille, Zynga Fastest Growing City Expand your city into the most squares possible • Time Limit 7 days Most Productive City • Earn points by collecting from businesses • Time Limit: 14 days
- 20. 20 Tip: Be aware of the N-Effect More competitors = Less Motivation Social-comparison pressure increases in proximity to a standard Ex: Rivals ranked 3 and 4, or 500 and 501 on the Fortune 500 list. Rivals at 103 and 104 have minimal competition. The N-Effect, More Competitors, Less Competition. Stephen M. Garcia and Avishalom Tor. Pyschological Science Vol 20 number 7. 2009.More competitors Morecompetition
- 21. 21 Club Psych example Challenges for points! Collect virtual stuff!Earn points to enter drawings! Win real prizes!
- 22. 22 However…. Engagement can not be “gamed” into existence.
- 23. 23 Engagement is not “gamed” “People claim [loyalty programmes] to be important to their decision making, but the truth is they really don’t seem to actually impact their behaviour over the long run. Andrew Lewis, managing director at TRA New Zealand Marketing, July/August 2015
- 24. 24 Tip: Reward with personalisation, emotion “What is evident when successful loyalty programmes are examined against those that fail to create change is that they create stronger emotional bonds between the customer and the brand.” Andrew Lewis, managing director at TRA New Zealand Marketing, July/August 2015
- 26. 26 AGENDA A Dark Room What is gamification, really? How are games used now? What are we missing? An appeal to play What else can games do?
- 27. 27 What are we missing? 1 2 3 Gamification now Missing “magic sauce” Meaningful Play
- 28. 28 This picture of a baby Giraffe
- 29. 29 That definition again Play is what happens when you freely and knowingly bound your behaviour to a set of rules in the hope of gaining some benefit. Games are play you can lose. Play is fun. Fun is FLOW
- 30. 30 You’ve probably heard of FLOW Dr. Mihaly Csikszentmihalyi Abilities Challenge
- 31. 31 An Appeal to Play “The Magic Sauce”
- 32. 32 The Intrinsic Motivation RAMP • “Socialiser” needs Social status, connections, a sense of belonging Relatedness • “Free spirit” values creativity, choice, freedom, and responsibility Autonomy • “Achiever” needs learning, personal development, skill levels Mastery • Philanthropist needs a reason why, the bigger picture. Values altruism. Purpose Based on Andrzej Marczewski Gamified.uk
- 33. 33 Model – 4Keys 2Fun Hard Fun Easy Fun Serious Fun People Fun (Meaning) Excitement from changing the player and their world. (Novelty) Curiosity from exploration, role play, and creativity. (Challenge) Fiero, the epic win, from achieving a difficult goal. (Friendship) Amusement from competition and cooperation. Nicole Lazzaro Xeodesign.com
- 34. 34 Model – 4Keys 2Fun
- 36. 36 Relatedness example FutureinTech Ambassadors Kineo Pacific Learners form peer-mentoring forum, schedule coaching sessions and comment on each others’ work.
- 38. 38 Autonomy example 80 Days iOS game inklestudios Explore a world based on the classic story. Change the narrative based on your actions.
- 40. 40 Mastery example Countdown till game Kineo Pacific Pack the bags, count the change. Real world challenges.
- 42. 42 Purpose examples Tilt World Nicole Lazzaro Can a game plant a million trees? Givling Givling.com Play trivia to crowd fund student loans.
- 43. 43 Learners on RAMP and the 4Keys
- 44. 44 And now a baby otter
- 45. 45 AGENDA A Dark Room What is gamification, really? How are games used now? What are we missing? An appeal to play What else can games do?
- 47. 47
- 48. 48
- 49. 49 1. What are the learner’s motivations? • We are making learning for humans. Involve their psychology. 2. How can we incorporate fun? • There’s more than high-score. 3. What are we measuring? • Measuring something tells the learners that its important. Grading it means they’ll “game” it. Ask ourselves
- 50. 50
- 51. 51 Improving performance through learning and technology
Notes de l'éditeur
- Reference: A Dark Room, by Doublespeak Games: http://adarkroom.doublespeakgames.com/
- Marco story .Games as learning vs. online textbooks
- Without asking the further question, we will be relegated to surface levels of “game mechanics” that one finds in the cheap fix of gambling and addictive feedback loops.
- We’ll come back to this idea of play. Natch.
- Gamification too often means making a game out of learning, to win points/powers/or some other reward for practicing math, spelling or another school subject. The best educational games capture what’s already fun about learning and make That central to the game. “If you’re good at arithmetic, Math Blaster’s fun, because it reinforces that you’re good at math. If you’re not understanding arithmetic, you’re getting nowhere with this.” - Eric Klopfer
- “non-routine type that the students had been unlikely to have encountered before.” It was what education researchers call a “complex performance task.” That means it could have multiple solutions, but can’t be solved using the technique taught in class. Students first need to figure out what the question is even asking, then they need to make decisions about how to solve it. Eric Klopfer
- Drugs for your brain.
- Drugs for your brain.
- winner by Magicon from the Noun Project
- Drugs for your brain. Down side – let’s do a global leaderboard! ~150
- Link to research: http://www-personal.umich.edu/~smgarcia/pubs/n-effect.pdf
- Works because the challenges are tied to the core experience and value users have. Prizes work for the same reason, they are significant.
- Works because the challenges are tied to the core experience and value users have. Prizes work for the same reason, they are significant.
- Example Monopoly, with a couple, where one keeps giving money to the other player.
- Mee-hi Cheek-senth-mee-hi-ly More to fun, than just challenge. Reading a good story, is fun. Exploring a cave is fun. Image by Ehirsh (Own work) [Public domain], via Wikimedia Commons
- Unless the learning is simple, rote, we should treat encouraging learning the same way as encouraging creativity. Will form longevity of interest.
- The FLOW as traditionally thought is primarily Hard Fun or Serious fun.
- The FLOW as traditionally thought is primarily Hard Fun or Serious fun. Ob
- http://www.xeodesign.com/the-4-keys-to-fun/