5. Clark & Meyer: E-Learning
and the Science of Instruction
• When the goals, rules, activities, feedback, and
consequences of the game or simulation can be
aligned to the desired learning outcomes
• When structure and guidance to help learners is
provided to reach instructional goals
• However, open-ended games and simulations
that require unguided exploration should be
avoided
6. SUMMARY
Only use games if they directly
support your education goals.
Make learning essential to the game.
7. Why are video games so popular?
What do they do well?
14. Dr. Kent Berridge
• University of Michigan
Neuroscientist
• Researches the causes of
addiction
• Has found wanting and liking
to occur in two different part
of the brain
15. Games are not
engaging because
they’re games,
but when they are
designed to be
rewarding!
42. Reward Schedules
Three Main Components:
• Prerequisite – Why did I get this reward?
• Response – How is the reward presented?
• Reinforcer – What is the appropriate reward?
(momentary or persistent)
Two Types of Reward Schedules:
• Interval – Based on time.
‣Fixed – Low engagement immediately after the reward,
that increases as the next reward approaches.
‣Variable – Random within a window of time.
• Ratio – Based on completing actions.
‣Fixed – Given after a set number of actions, which can
include after every action.
‣Variable – Random within a window of actions.
71. Summary
• Increase engagement by rewarding learners
(wanting+liking=rewarding)
• Provide feedback and show progress on clearly
stated goals and objectives
• Reward effort, not just successes
• Gain attention with surprise and delight
• Build systems that allow peer interaction
• Know your audience and brand
• Improve your presentations with better art
and technology
• Test assumptions early and often