This document discusses motivations for playing video games. It begins by providing historical context of early video games from the 1970s to recent years. It then explores theories of play, noting that play is intrinsically motivated and a source of enjoyment. Several intrinsic motivations for playing video games are examined, including curiosity and a desire for mastery through exploration and problem-solving. Neurological rewards from learning are also discussed. The document then analyzes behavioral game mechanics and how they engage players through challenges, feedback, goals, and social elements. It proposes that games satisfy various human needs and motivations according to self-determination theory and Maslow's hierarchy of needs.
10. What is Play?
Play is freely chosen, intrinsically motivated and
normally associated with pleasure and enjoyment
Play is a make-believe activity without serious consequences
Johan Huizinga, Homo Ludens (1935)
15. The brain rewards
successful learning
(“aha-moments“)
by releasing
endomorphin, an
opiate that we
experience as
pleasurable.
Neurochemical
reward
16. Game designer Raph Koster:
„Fun is just another word for learning“
“Fun from games arises
out of mastery. It arises
out of comprehension.
With games, learning is
the drug.“
17.
18. What is Play?
Play is freely chosen,
intrinsically motivated
and normally associated with pleasure and
enjoyment
28. Maslow‘s Pyramid of Needs
All needs motivate us all the time, some
stronger than others.
Games can fulfill these needs
Power, growth and survival are popular settings
43. Games engage us in Flow
Mihaly Csikszentmihalyi, 1960s, positive psychology
44.
45. Scaffolded Challenges
1 2 3 4 5 6 7
Easy learning:
simple challenges
and fast milestone
rewards
More and harder
challenges, more
and different
kinds of rewards,
milestone rewards
harder to achieve
matched to the users‘ growing skills
Epic ending /
endless game (new
milestones added
permanently)