Applying Game Design Thinking to Education & Business Practices DeMarle

Work & Play
Applying Game
Design Thinking for
Education &
Business
Ann DeMarle
Champlain College Emergent Media
Center,
Professor, Associate Dean, Director
demarle@champlain.edu
@anndemarle
slideshare.net/anndemarle/

Goal:
• Gamiﬁcation versus
Game-based Learning
• Identify when Game
Design Thinking is
being applied
• Understand why it
works
• Identify some tactics
& processes

THEEMERGENTLANDSCAPE
DIGITALIMAGEMAKING
CAUSESOFEMERGENCE
TECHNOLOGYASADISRUPTIVEFORCE
HUMANINTERFACES
DIGITALSTORYTELLING
EXPERIENCEDESIGN
PLAYANDPARTICIPATION
MEDIAFORSOCIALINNOVATION
COLLABORATIVEPRODUCTION
PUZZLESANDPROTOTYPES
OURHUMANEXPERIENCE
THE EMERGENT LANDSCAPE
DIGITAL IMAGE MAKING
CAUSES OF EMERGENCE
TECHNOLOGY AS A DISRUPTIVE FORCE
HUMAN INTERFACES
DIGITAL STORYTELLING
EXPERIENCE DESIGN
PLAY AND PARTICIPATION
MEDIA FOR SOCIAL INNOVATION
COLLABORATIVE PRODUCTION
PUZZLES AND PROTOTYPES
OUR HUMAN EXPERIENCE
KEVIN MURAKAMI, ’12
Line in Motion
—
This thesis—a
combination of
illustration, animation,
and music composition
—explores life and
storytelling through lines.
JESSICA LYNCH, ’13
From Me to You
—
An exploration of
contemporary culture,
From Me to You aims
to better understand
what we have gained
and lost with the rise of
digital communication
technologies.
CHRISTOPHER
THOMPSON, ’14
Ideation Ecologies
—
Dispelling the
myth of the
“lone creative
genius,” Ideation
Ecologies seeks
the common
threads of
innovators to
promote creativity.
MFA THESIS EXHIBITION
—
The annual show
represents a
culmination of
student studies and
provides a launch
pad to new careers.
Other exhibition
opportunities at local
galleries and art events
are also available.
– HILARY HESS, ’12
“I LEARNED
THE MOST
IMPORTANT
SKILL FOR
CREATIVES
IN THE
NEW
MEDIA
WORLD:
ITERATE,
KEEP
ITERATING.”
“I DISCOVERED AN INNOVATIVE APPROACH TO
THINKING & LEARNING THAT INFORMS MY PROCESS,
REGARDLESS OF THE MEDIUM OR INDUSTRY.”
– CORA LOZINSCHI, ’13
SHOWN ABOVE WITH MFA IN EMERGENT MEDIA PROGRAM DIRECTOR, JOHN BANKS
JONATHANHARRIS
EXHIBITATBURLINGTONCITYARTS
SARAH WEBB
Daily Practice
—
In their first semester,
MFA students take
Foundations of
Digital Image Making
and are assigned a
daily creative practice.
Sarah Webb hand-
lettered overheard
quotes, which she
then digitized for
large format printing.
OVER
90%
OF GRADS
FROM THE
CLASSES
OF 2012
AND 2013
HAVE
FOUND
REWARDING
JOBS DOING
WHAT THEY
LOVE.
MASTEROF
FINEARTSIN
CONTACT:
GRADSCHOOL@CHAMPLAIN.EDU
866.282.7259
SEE THE WORK: EMERGENTWORKS.
EMERGENTMEDIACENTER.COM
ABOUT CHAMPLAIN COLLEGE
—
Located in Burlington, VT, Champlain
College is a private, not-for-profit
college founded in 1878. Our deep
commitment to academic excellence
and student learning is reflected in
our distinctive educational approach:
we integrate the high academic
standards and rigor that characterize
all important learning with the
development of relevant professional
skills through hands-on application in
real-world situations.
14-GRAD-0043-9/14-1K
MASTER OF
FINE ARTS IN
BURLINGTON, VT
BREATHES INSPIRATION
As a student in the MFA in Emergent Media
program, you’ll live, work and create in the beautiful city
of Burlington, Vermont. Here you will ﬁnd a rare mix of
outstanding natural beauty and a thriving, intellectually-
charged urban environment that boasts highly engaged
and industrious art and tech communities.
Burlington consistently reveals itself to be one of the
most forward-thinking cities in the country. Nationally
identiﬁed for its quality of life, Burlington placed #11
in a list of the Top 20 High-Tech Metros by The Atlantic
and makes the grade as one of Techie.com’s “Most
Promising Tech Hubs to Watch.”
Vermont is uniquely positioned between Boston and
Montreal, two explosive regions in the tech and media
world. Boston is known as an international capital of
innovation, boasting leading tech companies such
as Google, Amazon and IDEO. Montreal is home to
Google, as well as over 70 game-related companies
including Ubisoft, A2M, Behaviour Interactive,
Electronic Arts and Eidos.
CHAMPLAIN.EDU/BURLINGTON
“I WAS EAGER
TO DISCOVER
ALL THAT
VERMONT
COULD GIVE
ME. PEOPLE
IN VERMONT
HAVE A SENSE
OF PRIDE,
A STRONG
WORK ETHIC
& THEY
ADORE THEIR
COMMUNITY.
BURLINGTON
HAS MADE
ME A BETTER
PERSON &
I AM HAPPY
TO BE HERE.”
– ANDREA OLSON, ’13
CHURCH STREET
MARKETPLACE
THE KARMA
BIRD HOUSE
AIGA VERMONT
AT SEABA
SOME OF
BURLINGTON'S
GREAT BUSINESSES:
DEALER.COM
MYWEBGROCER
GE HEALTHCARE
POLHEMUS
ASCENSION
TECHNOLOGY
SOLIDARITY OF
UNBRIDLED LABOUR
TAG NEW MEDIA
JNJMOBILE
GIRL DEVELOP IT
VERMONT MAKERS
GENERATOR
GAMETHEORY
SELECT DESIGN
BRANDTHROPOLOGY
MAMAVA
@CCEmergentMedia

@CCEmergentMedia
Game-based Learning

America’s Army:
MORPG Mission Maps
For Business & Marketing

Center for Integration of Medical & Innovative Technology:
Emergency Response Simulator

IBM:
Open Sims Business Solutions

MPI and Masie Summits:
Learning Apps

Robert Wood Johnson Foundation Innovation Grant:
University of Vermont
Cystic Fibrosis Breath Biofeedback Games
For Education

Ford Foundation:
WealthBuilders Game
For Education

Echo Lake and Science Center:
Interactive Mobile Field Journal and Games
For Education

United Nations
BREAKAWAY Game
For Education

• Motivation
• Task Achievement
• Goal Orientation
• Continuous Improvement
• Systems Thinking
• Collaboration
• Creativity
• Leadership Skills
Harvard Business Review, May 2008
What Skills/Behaviors
Games Reinforce

Applying Game Design Thinking
• Providing choices
• Rewards for participation/purchase
• Electronic games to increase participation
• Assigning goals, tracking progress
• Setting up challenges to include competition/time
• Providing feedback
• Awarding points, badges, levels, leader boards
• Create levels: beginner, middle, master
• Bringing in community

Game-based Learning

Game-based Learning
Gamiﬁcation

Game-based Learning
©The Learning Company™

Game-based Learning
©The Learning Company™
Gamiﬁcation

Game-based Learning
The process of using games in a learning environment.

Gamiﬁcation
Game-based Learning
The process of applying game design thinking to another environment.
The process of using games in a learning environment.

Engaging
individuals to
action is key.
Participation Bandwidth

“...it is less and less important to compete for attention, and more and more
important to compete for things like brain cycles and interactive bandwidth.
— Jane McGonigal, “Engagement Economy”
http://janemcgonigal.com/

“...it is less and less important to compete for attention, and more and more
important to compete for things like brain cycles and interactive bandwidth.
— Jane McGonigal, “Engagement Economy”
http://janemcgonigal.com/
Fun!

http://en.wikipedia.org/wiki/Dopamine
Dopamine
Fun!

• The Magic Circle
Dopamine
Fun!

• The Magic Circle
• Flow
Dopamine
Fun!

The Magic Circle
Johan Huizinga (1872–1945).
"Homo Ludens: A Study of the Play-
Element in Culture
Boundaries

http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1
Deﬁned playing ﬁeld:
Suspension of reality-new choices, roles
Creating the environment

The Magic Circle
Safe space: rules, pathways

The Magic Circle
Inclusion, community, feedback

The Magic Circle
Johan Huizinga (1872–1945).
"Homo Ludens: A Study of the Play-
Element in Culture
Choice
Rules
Pathways
Feedback
Empowerment
Deﬁned playing ﬁeld

Flow
Proposed by Mihály
Csíkszentmihályi
The mental state in
which a person in an
activity is fully
immersed in a feeling
of energized focus, full
involvement, and
success in the process
of the activity.

Flow Creating the experience
Proposed by Mihály
Csíkszentmihályi
The mental state in
which a person in an
activity is fully
immersed in a feeling
of energized focus, full
involvement, and
success in the process
of the activity.

• Exploratory & experiential
• Well ordered problems
• Cause and eﬀect
• On demand & in-time learning
• Cycle of expertise/mastery
• Repetition
• No failure
• Try on diﬀering roles
• Virtual presence
• Creative expression
• Borderless community
• Player has a story to tell
Flow: Player Experience

Magic Circle & Flow: Environment & Experience
Choice
• Exploratory & experiential
• Try on differing roles
• Creative expression
• Borderless community
Rules
• Well ordered problems
• Cause and effect
Pathways
• Cycle of expertise/mastery
• Repetition
• No failure
• Player has a story to tell
Feedback
• On demand & in-time learning
• Cause & effect
• Virtual presence
Empowering
Expertise

Game System Design:
• Central conﬂict or challenge
• Goals: clear Win-lose state
• Player roles & motivation
—the means to overcome obstacles
• Multiple pathways to goals
—“toys” & “tools” for deeper exploration
• Levels of diﬃculty and achievement
• Player feedback: Reward system
• Rules maintain balanced system
—frustration versus boredom

Engagement Characteristics & Perceptions
Source: Gamification WIki: http://gamification.org/Gamification of Work

Challenges, Conﬂicts &
Win-Loss State:
• Deﬁned obstacles the
player must face that
supports the goal.
• What does success look
like? What does failure look
like?
• Victory state determines
what is good according to
the system, story, &
ultimate goal.

Competition
• Chance
• Strategy, tactics, & logistics
• Survival & reduction of enemy forces
• Defending vulnerable items or units
• Stealth
Physical Challenges
• Speed & reaction time (twitch games)
• Accuracy & precision (steering & shooting)
• Timing & rhythm (dance games)
• Learning special moves (fighting games)
• Races
Economic Challenges
• Accumulating wealth or points
• Efficient Manufacturing
• Achieving balance or stability in a system
• Caring for living things in a system
Conflicts or Challenges:

Conceptual Challenges
• Understanding something new
• Deduction, observation,
interpretation
• Detective games oﬀer conceptual
challenges
Logical challenges (puzzles)
• Based on an underlying goal
• Time
Exploration Challenges
• Locked doors & traps
• Mazes & illogical spaces
Conﬂicts or Challenges:

Intrinsic &
Extrinsic
Rewards/Motivators
Engagement,
Mastery,
Meaning
as opposed to
Points,
Badges,
Leader-boards

• Achievers: driven by in-game
goals, usually some form of
points gathering - whether
experience points, levels, or
money.
• Explorers: driven to ﬁnd out as
much as they can about the
game.
• Socializers: converse and role-
play with fellow gamers.
• Killers: cause distress, thrive on
competition.
Player Roles & Motivation
— Richard Bartles

• Easy Fun: curiosity, creativity,
exploration.
• Hard Fun: challenge, goals,
mastery.
Four Keys of Motivation
— Nicole Lazzaro
Hard Fun
Provides the opportunity for
challenge, mastery, and feelings
of accomplishment. Hard Fun focuses
attention with a goal, constraints,
and strategy.
ca
z
-CI
Z
=III
.....
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=en
People Fun
Provides the excuse to hang out
with friends. People are addictive,
and these mechanics over time
build social bonds and team work.
Everyone wants to spend more
time with their friends.
The 4Keys 2Fun is based on XEODesign's independent
contextual interviews of 60 players playing their favorite
games in SF and STL 2003-2004. Free white papers:
www.xeodesign.com/whyweplaygames.html.
MASTERY "THE BRASS RING"
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HARD FUNFIERO
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SERIOUS FUNEXCITEMENT
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PROVIDE MEANING &VALUE
The 4Keys 2Fun:
Player Experience (PX) is how player interaction creates
emotion. Best selling games use emotion from four
types of interactions to capture attention and motivate
play. Use the 4Keys 2Fun to paint attention onto any UI
like Velcro and color it with emotions to match a brand
or the task at hand.
Easy Fun
Inspires exploration and role play.
Fun failure states, fantasies, or simply
enjoying the controls enchants and
captures the imagination. Easy Fun
is the bubble wrap of game design.
Serious Fun
C
m
:z:
-nr-
m
..,.
=:a
-:a:
I;
-z
!i
-=Z
Purposeful play changes how
players think, feel, behave, or make
a difference in the real world. The
excitement of games enlivens
otherwise boring tasks. Serious Fun
is playas therapy.
Copyright C 2004·2010 XEODeslgn,1I) Inc. all rights reserved
XEODeslgn Is a trademark of XEODesIgn, Inc.
www.xeodeslgl.com
Poster Nicole Lazzaro: http://www.xeodesign.com/about.html

Points, badges, status but also
advantage and experience:
• Get ahead in a race, more likely to
get power-ups or special scores
• In Monopoly–get houses, more
likely to get even more money
• Churned up water in swimming
races slows down followers
• You buy a Happy Meal, get a free
toy and can play a free game
• You volunteer you get free pizza!
Feedback:
Positive Rewards

• Achievement that makes
subsequent achievements
more diﬃcult:
• Gold is heavy, slows you
down
• You fetch the stick but the
water is wet & cold
• You rolll a high number,
land on the snake &
tumble down
• Increase the impact of
chance—if chance is fair, it
helps as much as hurts!
• Deﬁne victory in non-numeric
ways—chess isn’t won by
taking the most pieces.
Feedback:
Negative Rewards

Magic Circle Creating the environment for engagement
Flow Creating the experience within the environment
PathwaysRules
Choice Feedback

Creating Successful Routes for Engagement
Create the Magic Circle:
•Deﬁne the goal for the
player that supports the
objective
•Assign roles (behaviors)
•Allow for choice
•Utilize community
•Set rules to create a safe
space to explore & align
to goal

Creating Successful Routes for Engagement
Create the opportunity for Flow:
•Align Challenges to goals
•Define tasks/behaviors that are
productive/creative
•Encourage behaviors through
providing feedback by awarding
points, badges, levels, leader
boards
•Create mastery route with leveled
tasks: beginner, middle, master
•Balance difficulty: short term—
long-term
•Align largest rewards with most
difficult tasks—project goal.

Conclusion
• Games promote creativity, systems thinking,
leadership
• Games have been used as teaching tools for a
longtime, Gamiﬁcation has as well
• Due to changing technologies’ impact the
bandwidth for participation has gotten narrower
• Dopamine: Magic Circle & Flow
• Give Player Choice, Rules, Pathway &
Feedback
• Game Systems: Challenges, Rewards

Conclusion
leadership
Feedback
Game-based Learning

Conclusion
leadership
Feedback
Game-based Learning
Gamiﬁcation

Work & Play
Applying Game
Design Thinking for
Education &
Business
Ann DeMarle
Champlain College Emergent Media
Center,
Associate Dean, Professor, Director
demarle@champlain.edu
@anndemarle

Keynote: “Work and Play: Applying Game Design Thinking for Education and Business” by Ann
DeMarle (Chapman Hall, upper level)
In today’s hyper-mediated economy, it becomes increasingly more difﬁcult to actively connect,
engage, and involve – whether with students, customers, or within social networks. This talk will
ponder the question: How do we convert a member of the crowd into a member of a team? This
question articulates the dilemma for innovative institutions, organizations, and educators, who
need to grapple with the new challenge of harnessing “participation bandwidth”. This presentation
will explore a perspective gained from the world of play; taking cues from game designers, virtual
world builders, and play experts, to design strategies and experiences that increase engagement
and motivation for otherwise “serious” initiatives.

Applying Game Design Thinking to Education & Business Practices DeMarle

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