The document discusses how educators can learn from principles of game design used in the video game industry, identifying 15 instructional design principles found in video games and examples of how those principles have been implemented in educational settings through gamification techniques and technologies. It also outlines Bryan Fendley's workshop on this topic, which incorporated various game elements and mechanics to engage participants.

1. November 6, 2012

2. What Educators can Learn from
the Video Game Industry
Bryan Fendley
Director of Academic Computing
University of Arkansas at Monticello
November 6, 2012

3. A short bio

4. Today’s mission

5. 1. Developing game literacy
2. Identifying instructional design principles
found in video games
3. Implementing game mechanics within
learning environments
4. Introducing technologies for
implementing game mechanics
5

6. Rules of play for this workshop

7. • Two ten minute breaks after 50 minutes of play.
• Feel free to use the chat, or ask questions
through phone line.
• Couple of mini games within the workshop.
• Chance for discussion and reflection at the end.
7

8. Identify the gamified element
Game Element
8

9. Game Element
Where does this story begin?

10. Game Element
My quest was started.

11. Game Element
Then, I leveled up.

12. Sharing what I have learned during
my quest.

13. • Defining games
• Gamification
• Games and learning
• Gaming the classroom
• Gamified syllabus
• Technology supporting educational gaming
• The future of gaming
• Where my quest will be taking me next
13

14. Game Element
Ice - breaker

15. What’s your player type?
15

16. Bartle’s player types
– Achievers
– Explorers
– Socializers
– Killers
16

17. Generation “G”
“Games are the norm for people born after
1971”.
http://en.wikipedia.org/wiki/Bing_Gordon

18. Game Element
Poll
• What percent of youth play games?
• What percent of gamers are women?
• How old is the average game player?

19. Game Stats
• 97% youth play games
• 40% gamers are women
• Average game player is 35 years old and
has been playing for 12 years
Entertainment Software Association’s annual study of game players
http://www.theesa.com/facts/gameplayer.asp

20. What are games really about?
• Problem solving
• Engagement
• More and more also involve a social
component

21. Defining traits of a game
• Goal
• Rules
• Feedback system
• Voluntary participation
Jane McGonigal, Reality Is Broken: Why Games Make Us Better and How
They Can Change the World

22. Goals
• In instructional design we call this
“objectives”.
22

23. Rules
• All classes have rules – syllabus.
23

24. Feedback system
• We have many feedback systems.
• In video games feedback is instant.
24

25. Voluntary participation
• Technically students are in classes
voluntarily, but the reality is they might
rather be somewhere else.
25

26. Let’s not forget “Fun”
• Games are fun, although the word fun is
subjective.
26

27. Types of games
• Text based games
• Alternate Reality Games (ARG)
• Mobile games
• Virtual worlds
• Single player
• Massively Multiplayer Online (MMO)
• Epistemic
• Serious
27

28. What is gamification?
• The application of game mechanics; term
is mostly used in marketing, but also
applicable to education.

29. 4 Hallmarks of Gamification
• Badges
• On boarding
• Challenges and quests
• Social engagement
Game Mechanics defined by Gabe Zichermann in his book “Gamification by Design”

30. Digital Badges for Learning
“Badges can help speed the shift from credentials that
simply measure seat time, to ones that more
accurately measure competency.”
Secretary Duncan, U.S. Department of Education
http://www.ed.gov/news/speeches/digital-badges-learning

31. On boarding

32. Challenges and quests

33. Social engagement

34. What do the video game industry and
education have in common?
• Demographics
• Repeat Customers
• Teaching of Complex Skills
• Probably more…

35. How do video games teach?
tutorials
videos
peer/network learning
trial and error
puzzles
games inside of games
build culture
players guides
collect stuff

36. 15 Instructional design
principles found in video games
1. Identity 10. Situated meaning
2. Interaction 11. Pleasantly frustrating
3. Production 12. System thinking
4. Risk taking 13. Explore, think laterally, rethink goals
5. Customization 14. Smart tools and distributed knowledge
6. Agency 15. Cross functional teams
7. Well ordered problems
James Paul Gee identified15 instructional design principles in his paper:
8. Challenge and consolidation “Good Video Games and Good Learning”
9. “Just in time” and “On demand”

37. Identity
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

38. Interaction
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

39. Production
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

40. Risk taking
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

41. Customization
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

42. Agency
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

43. Well ordered problems
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

44. Challenge and consolidation
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

45. “Just in Time” and “On Demand”
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

46. Situated meanings
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

47. Pleasantly frustrating
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

48. System thinking
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

49. Explore, think laterally, rethink goals
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

50. Smart tools and distributed
knowledge
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

51. Cross functional teams
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

52. Performance before competence
James Paul Gee identified15 instructional design principles in his paper:
“Good Video Games and Good Learning”

53. Boss battles
Progression loop
53

54. Flow
challenge
skill From Flow: The Psychology of Optimal Experience
Mihaly Csikszentmihalyi
54

55. Conditions of flow
• Clear goals
• Immediate feedback
• Skills match challenge
• Deep concentration
• Problems forgotten
• Control is possible
• Self-Consciousness disappears
• Altered time
• Intrinsically rewarding
Gregory, E. (2008). Understanding Video Gaming’s Engagement: Flow and Its Application to Interactive Media.
Media Psychology Review. Vol. 1(1)
55

56. Technologies for implementing
game mechanics
• LMS
• Game development platforms
56

57. Syllabus for a gamed classroom Spring
2012
The Multiplayer Classroom, Designing
Coursework as a Game
By Lee Sheldon

58. From my syllabus
Grading Policy
This course will function like a role playing game, where you work for WeevilTech
Game Studio. I will be your boss. Your grades will be assigned like experience
points, you level up to get a better grade. Everybody starts with zero points. Your
goal should be to become a full time employee for WeevilTech Game Studio, by
successfully completing all projects and attending and participating in all virtual
project meetings.
We have roughly 15 weeks for this course. We will cover the first eight chapters of
the book. There will be a test and assignment for each chapter. We will have
meetings twice a week called “SCRUM” meetings. Discussion boards will be used
for the meeting. You will be graded for your participation in these meetings. There
will be a final project in this class, and a short 1000 word essay.
END OF COURSE TEAM PROJECT
1. The teams will be selected randomly
2. We will develop a game with a UAM theme
3. The required format and delivery of the project materials will be determined
5. The grade will be given on a 100 point scale

59. From my syllabus
Scoring System for Class
Grades
Level Xp points Letter Grade
Employee 2640-3300 A
Intern 1980-2639 B
Rookie 1320-1979 C
n00b 660-1319 D
Nublet 0-559 F
Point Distribution
8 exams 100 pts each 800
8 weekly assignments 100 pts each 800
15 pre sprint meetings 50 pts each 750
15 post sprint meetings 50 pts each 750
Final Project 100 pts each 100
Final Paper 100 pts each 100
Total Points 3300

60. SAMR by Puentedura
Technologies at this two
levels fall into the
transformation category
Technologies at this two
levels fall into the
enhancement category
http://hippasus.com/resources/tte/
60

61. It’s not all roses
• Some educators worry that teachers
haven’t been sufficiently trained to
integrate video games into schools.
http://www.huffingtonpost.com/2012/09/25/education-nation-why-educ_n_1912506.html

62. Developing your own games
62

63. Institutional concerns
63

64. The future of gaming
64

65. Identify the gamified element
65

66. Each time you see one of these “Game
Element” symbols, take note.
Game Element
At the end of the workshop, we will see how
many game elements used during the workshop
that we can identify.
66

67. Game Element
Where does this story begin?

68. Game Element
My quest was started

69. Game Element
Then, I leveled up

70. Game Element
Ice - breaker

71. Where will my quest taking me
next?

72. Thank you for participating!
• GamedLearning.com
• Twitter: @GamedLearning