A quick overview of the learning theories that underpin gamification, game dynamics, and some elements that can be used in creating gamified experiences.
Be it playful design or gamification: It usually takes about five minutes until the Mary Poppins tune “Spoonful of Sugar” is evoked. This talk will explain why this reference is both true and false, how the movie entails two radically divergent theories of fun that match what we know in psychology and educational research, and how to translate this into designing for fun. My talk given at Gaminomics 2015, June 11, 2015 in London.
Situational Autonomy Support in Video Game Play: An Exploratory StudySebastian Deterding
This document summarizes an exploratory study on how social contexts can affect autonomy experience in video game play. The study found that video game play in both leisurely and low-autonomy contexts (such as for work) can involve experiences of controlled motivation when player choices and interests do not align with external expectations or consequences. A lack of choice over aspects of gameplay such as when and how long to play, game selection, and ability to disengage reduced experienced autonomy. The study suggests more research is needed on implementing situational autonomy support to improve enjoyment and outcomes of gamification and serious games used in controlled contexts.
Mediennutzungs-Situationen als Rahmungen. Ein Theorie-AngebotSebastian Deterding
Vortrag auf der Jahrestagung 2011 der DGPuK-Fachgruppe Rezeptions- und Wirkungsforschung "Neue Medienumgebungen, neue Rezeptionssituationen, andere Wirkungen? Theoretische Herausforderungen für die Rezeptions- und Wirkungsforschung", 27.-29. Januar 2011, München.
Forced to Be Free, Partially: Participation Norms in Leisurely Video Gaming E...Sebastian Deterding
1) While voluntary participation is considered a norm of leisurely video gameplay, interviews revealed that adult responsibilities and participation norms with others can sometimes lead to moments of involuntary play.
2) Various factors like social closeness, setup effort, participation dependency, and closure point span were found to moderate participation norms.
3) Features of leisurely gameplay like its muted consequences and focus on shared enjoyment support voluntary participation as a norm, though solitary play allows for a greater experience of freedom from participation norms.
Spätestens mit der New Economy Ende der 90er hielten spielerische Elemente Einzug in die Arbeitswelt – und sei es der sprichwörtliche Kicker. Heute gleichen Büros von Agenturen, Startups und Webunternehmen wie Google oft Spielplätzen für Erwachsene. Einer aktuellen Umfrage in Großbritannien zufolge sind 80% von Managern überzeugt, dass solche entspannten Umfelder Mitarbeiter motivieren können. Bei genauerem Hinsehen erschöpft sich "spielerisches Design" jedoch oftmals in bunten Farben und runden Formen. Dieser Vortrag beleuchtet, was wirklich spielerische Bürogestaltung bedeuten kann, wie es Arbeit und Psyche beeinflusst – und ob sich Spiel durch Gestaltung überhaupt vorschreiben lässt.
1) The document challenges the view that play has universal intrinsic features, arguing that definitions of play reflect Western cultural norms rather than universal characteristics.
2) It argues that play is better understood as a frame or context that transforms activities, rather than an activity itself. Playfulness is a mode of engagement rather than a distinct type of activity.
3) Key features of play across cultures and species include autotelic engagement and limited immediate function rather than separation from work or being inconsequential as often defined in the West. Play provides a frame allowing activities to be meaningful while engaged in playfully.
A quick overview of the learning theories that underpin gamification, game dynamics, and some elements that can be used in creating gamified experiences.
Be it playful design or gamification: It usually takes about five minutes until the Mary Poppins tune “Spoonful of Sugar” is evoked. This talk will explain why this reference is both true and false, how the movie entails two radically divergent theories of fun that match what we know in psychology and educational research, and how to translate this into designing for fun. My talk given at Gaminomics 2015, June 11, 2015 in London.
Situational Autonomy Support in Video Game Play: An Exploratory StudySebastian Deterding
This document summarizes an exploratory study on how social contexts can affect autonomy experience in video game play. The study found that video game play in both leisurely and low-autonomy contexts (such as for work) can involve experiences of controlled motivation when player choices and interests do not align with external expectations or consequences. A lack of choice over aspects of gameplay such as when and how long to play, game selection, and ability to disengage reduced experienced autonomy. The study suggests more research is needed on implementing situational autonomy support to improve enjoyment and outcomes of gamification and serious games used in controlled contexts.
Mediennutzungs-Situationen als Rahmungen. Ein Theorie-AngebotSebastian Deterding
Vortrag auf der Jahrestagung 2011 der DGPuK-Fachgruppe Rezeptions- und Wirkungsforschung "Neue Medienumgebungen, neue Rezeptionssituationen, andere Wirkungen? Theoretische Herausforderungen für die Rezeptions- und Wirkungsforschung", 27.-29. Januar 2011, München.
Forced to Be Free, Partially: Participation Norms in Leisurely Video Gaming E...Sebastian Deterding
1) While voluntary participation is considered a norm of leisurely video gameplay, interviews revealed that adult responsibilities and participation norms with others can sometimes lead to moments of involuntary play.
2) Various factors like social closeness, setup effort, participation dependency, and closure point span were found to moderate participation norms.
3) Features of leisurely gameplay like its muted consequences and focus on shared enjoyment support voluntary participation as a norm, though solitary play allows for a greater experience of freedom from participation norms.
Spätestens mit der New Economy Ende der 90er hielten spielerische Elemente Einzug in die Arbeitswelt – und sei es der sprichwörtliche Kicker. Heute gleichen Büros von Agenturen, Startups und Webunternehmen wie Google oft Spielplätzen für Erwachsene. Einer aktuellen Umfrage in Großbritannien zufolge sind 80% von Managern überzeugt, dass solche entspannten Umfelder Mitarbeiter motivieren können. Bei genauerem Hinsehen erschöpft sich "spielerisches Design" jedoch oftmals in bunten Farben und runden Formen. Dieser Vortrag beleuchtet, was wirklich spielerische Bürogestaltung bedeuten kann, wie es Arbeit und Psyche beeinflusst – und ob sich Spiel durch Gestaltung überhaupt vorschreiben lässt.
1) The document challenges the view that play has universal intrinsic features, arguing that definitions of play reflect Western cultural norms rather than universal characteristics.
2) It argues that play is better understood as a frame or context that transforms activities, rather than an activity itself. Playfulness is a mode of engagement rather than a distinct type of activity.
3) Key features of play across cultures and species include autotelic engagement and limited immediate function rather than separation from work or being inconsequential as often defined in the West. Play provides a frame allowing activities to be meaningful while engaged in playfully.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Jeff Camp Alternative Teacher Compensation PresentationFull Circle Fund
This document discusses different factors that could affect a teacher's earnings, including years of experience, advanced degrees earned, loyalty to a single district, and taking on side work. It then examines various elements that could be included in an alternative pay model for teachers, such as tying pay increases to gains in teacher knowledge/skills and student achievement, providing additional compensation for hard-to-staff positions or additional responsibilities like mentoring. Key considerations in designing such a program include defining evaluation criteria and processes, determining appropriate measures and frequencies for assessing student growth, addressing issues of attribution for results, and ensuring proper training and oversight.
The document discusses principles of grading practices and issues with traditional grading. It summarizes O'Connor's perspectives on grading, including that grading is complicated and subjective. Grades can damage students and teachers if not done properly. While grades may extrinsically motivate some, poor grades typically do not motivate and can push students away. The document provides recommendations to improve grading practices, such as focusing on achievement over behaviors, allowing reassessment, providing feedback over scores, and involving students in assessment.
1) Game elements like goals, feedback, and collaboration were positively valued by students across different university courses, helping increase involvement.
2) Experiencing flow was achieved at a moderate level, with goals, feedback, concentration, and balance between challenges and skills being the most influential flow dimensions.
3) A path analysis model showed control and concentration strongly predict immersion in an activity, while goals, feedback, and balance predict both control and concentration.
This document proposes gamifying a course to increase student motivation and engagement by:
1. Offering choices through self-paced modules and discussion groups to give students agency.
2. Implementing a points-based leaderboard and achievement/badge system to define clear goals and provide immediate feedback.
3. Leveraging existing tools like discussion boards and open educational resources to avoid reinventing the wheel and focus on scalability and community-building.
This document outlines the requirements for a game development assignment for a class. Students must create their own unique game that falls into one of several genres, with at least 5 levels that gradually increase in difficulty. The game must include an obvious goal, a main character, collectable items, and enemies. Additional advanced features are encouraged. Students must submit a storyboard and gameplay description, and the finished game. They will be evaluated on the functionality and presentation of their product, the processes used in developing it, and their reflection on the final product and development process.
Looking at In Game Achievements (Motivation)Karl Kapp
Here is a potential reward structure:
- Boring tasks earn currency that can be spent on customization options
- Interesting tasks provide feedback achievements that are attentional
- Achievements are at a moderate difficulty to promote learning
- Mastery goals encourage exploration and risk-taking
- Expected incremental achievements allow for goal-setting
- Cooperative achievements reward helping others
- No negative achievements or punishments for failure
- Meta-achievements guide to new activities
The document provides information on constructing achievement tests and blueprints. It defines an achievement test as a test that measures an individual's knowledge after a period of learning. Some key points made in the document include:
- Achievement tests can be standardized or teacher-made and measure skills and knowledge learned.
- Blueprints are detailed charts that outline the content, objectives, difficulty levels, and question types that will be covered in the test.
- A Process Dimension Based (PDB) blueprint is also described which bases question dimensions on factual, conceptual, procedural, and metacognitive knowledge rather than content units.
Assessment Centers in recruitment & selectionRahila Narejo
This document discusses assessment centers in recruitment and selection. It defines assessment centers as events where candidates participate in exercises and tests facilitated by assessors to measure competencies against job requirements. Some common assessment tools discussed are group discussions, role plays, aptitude tests, and case studies. The document emphasizes that assessment centers provide more valid and reliable evaluations than traditional interviews by measuring competencies through multiple exercises.
The document discusses the Four Levels of Evaluation model developed by Donald Kirkpatrick in 1959 to evaluate training programs. The four levels are: 1) learner reactions, 2) learning, 3) job behavior or transfer, and 4) observable results or impact. Level 1 evaluates learner opinions immediately after training. Level 2 assesses knowledge and skills learned. Level 3 evaluates on-the-job application of skills. Level 4 examines long-term business impact. Each level provides benefits for improving training and identifies weaknesses, though higher levels present more challenges to isolate the effects of training.
The document provides instructions for kindergarten teachers in the Rochester City School District to administer mathematics performance assessments aligned to the Common Core standards using an online system called LinkIt, including logging into LinkIt, the timeline and process for pre- and post-assessments, how to read the assessment tasks and rubrics, and directing teachers to test students individually on 12 tasks assessing skills like counting, comparing numbers, addition, shapes, and measurement.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
Mechanics, Messages, Meta-Media: How Persuasive Games Persuade, and What They...Sebastian Deterding
1. Persuasive games use procedural rhetoric through their rules and gameplay to convey particular messages and perspectives to players. However, players can interpret the same game differently based on their understanding.
2. The document examines two games - Train and Playing History 2: Slave Trade - that aimed to persuasively convey the message that blindly following rules without considering people can be dehumanizing. These games were received very differently by audiences despite their similar messages.
3. The document argues that a game's genre, visual framing, and how it travels and is portrayed in media shapes how audiences perceive and interpret the game's intended stance and message. How a persuasive game is framed and circulated in culture can impact
Gamification in health behaviour change produces muddled results. Why? Because game design elements, behaviour change techniques, etc. are too decontextualised and underspecified to guide design implementation. Talk at the CBC 2018 conference "Behaviour Change for Health: Digital & Beyond", February 21, 2018, London.
This document discusses factors that contribute to gaming enjoyment through three key concepts: safe action, embarrassment, and autonomy. Safe action in games is achieved through features that establish negotiated consequences and collective enforcement of in-game commitments. Embarrassment is reduced in gaming contexts by social framing that normalizes behavior and shields players from disapproving observers. Autonomy in gaming emerges from a relaxed field free from pressures where players have license to configure gameplay and minimize consequences according to their preferences and values.
City Games: Up and Down and Sideways on the Ladder of AbstractionSebastian Deterding
Like games and everyday life, games and cities have been intersecting in two primary ways: modelling the city in an abstract view from above, with planning games and urban simulations, and transforming people's everyday urban experiences and behaviors with playful interventions on the ground. Neither one, this talk argues, has been particularly successful in creating lasting improvements in citizen's well being. To accomplish this, we need to take game design seriously and look sideways at the messy middle between map and territory, the processes in which one is translated into the other (or not). My keynote at ISAGA 2017 in Delft, NL, July 10, 2017.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
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Semelhante a Mapping the Design Space of Assessment in Gameful Classrooms
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Jeff Camp Alternative Teacher Compensation PresentationFull Circle Fund
This document discusses different factors that could affect a teacher's earnings, including years of experience, advanced degrees earned, loyalty to a single district, and taking on side work. It then examines various elements that could be included in an alternative pay model for teachers, such as tying pay increases to gains in teacher knowledge/skills and student achievement, providing additional compensation for hard-to-staff positions or additional responsibilities like mentoring. Key considerations in designing such a program include defining evaluation criteria and processes, determining appropriate measures and frequencies for assessing student growth, addressing issues of attribution for results, and ensuring proper training and oversight.
The document discusses principles of grading practices and issues with traditional grading. It summarizes O'Connor's perspectives on grading, including that grading is complicated and subjective. Grades can damage students and teachers if not done properly. While grades may extrinsically motivate some, poor grades typically do not motivate and can push students away. The document provides recommendations to improve grading practices, such as focusing on achievement over behaviors, allowing reassessment, providing feedback over scores, and involving students in assessment.
1) Game elements like goals, feedback, and collaboration were positively valued by students across different university courses, helping increase involvement.
2) Experiencing flow was achieved at a moderate level, with goals, feedback, concentration, and balance between challenges and skills being the most influential flow dimensions.
3) A path analysis model showed control and concentration strongly predict immersion in an activity, while goals, feedback, and balance predict both control and concentration.
This document proposes gamifying a course to increase student motivation and engagement by:
1. Offering choices through self-paced modules and discussion groups to give students agency.
2. Implementing a points-based leaderboard and achievement/badge system to define clear goals and provide immediate feedback.
3. Leveraging existing tools like discussion boards and open educational resources to avoid reinventing the wheel and focus on scalability and community-building.
This document outlines the requirements for a game development assignment for a class. Students must create their own unique game that falls into one of several genres, with at least 5 levels that gradually increase in difficulty. The game must include an obvious goal, a main character, collectable items, and enemies. Additional advanced features are encouraged. Students must submit a storyboard and gameplay description, and the finished game. They will be evaluated on the functionality and presentation of their product, the processes used in developing it, and their reflection on the final product and development process.
Looking at In Game Achievements (Motivation)Karl Kapp
Here is a potential reward structure:
- Boring tasks earn currency that can be spent on customization options
- Interesting tasks provide feedback achievements that are attentional
- Achievements are at a moderate difficulty to promote learning
- Mastery goals encourage exploration and risk-taking
- Expected incremental achievements allow for goal-setting
- Cooperative achievements reward helping others
- No negative achievements or punishments for failure
- Meta-achievements guide to new activities
The document provides information on constructing achievement tests and blueprints. It defines an achievement test as a test that measures an individual's knowledge after a period of learning. Some key points made in the document include:
- Achievement tests can be standardized or teacher-made and measure skills and knowledge learned.
- Blueprints are detailed charts that outline the content, objectives, difficulty levels, and question types that will be covered in the test.
- A Process Dimension Based (PDB) blueprint is also described which bases question dimensions on factual, conceptual, procedural, and metacognitive knowledge rather than content units.
Assessment Centers in recruitment & selectionRahila Narejo
This document discusses assessment centers in recruitment and selection. It defines assessment centers as events where candidates participate in exercises and tests facilitated by assessors to measure competencies against job requirements. Some common assessment tools discussed are group discussions, role plays, aptitude tests, and case studies. The document emphasizes that assessment centers provide more valid and reliable evaluations than traditional interviews by measuring competencies through multiple exercises.
The document discusses the Four Levels of Evaluation model developed by Donald Kirkpatrick in 1959 to evaluate training programs. The four levels are: 1) learner reactions, 2) learning, 3) job behavior or transfer, and 4) observable results or impact. Level 1 evaluates learner opinions immediately after training. Level 2 assesses knowledge and skills learned. Level 3 evaluates on-the-job application of skills. Level 4 examines long-term business impact. Each level provides benefits for improving training and identifies weaknesses, though higher levels present more challenges to isolate the effects of training.
The document provides instructions for kindergarten teachers in the Rochester City School District to administer mathematics performance assessments aligned to the Common Core standards using an online system called LinkIt, including logging into LinkIt, the timeline and process for pre- and post-assessments, how to read the assessment tasks and rubrics, and directing teachers to test students individually on 12 tasks assessing skills like counting, comparing numbers, addition, shapes, and measurement.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
Semelhante a Mapping the Design Space of Assessment in Gameful Classrooms (14)
Mechanics, Messages, Meta-Media: How Persuasive Games Persuade, and What They...Sebastian Deterding
1. Persuasive games use procedural rhetoric through their rules and gameplay to convey particular messages and perspectives to players. However, players can interpret the same game differently based on their understanding.
2. The document examines two games - Train and Playing History 2: Slave Trade - that aimed to persuasively convey the message that blindly following rules without considering people can be dehumanizing. These games were received very differently by audiences despite their similar messages.
3. The document argues that a game's genre, visual framing, and how it travels and is portrayed in media shapes how audiences perceive and interpret the game's intended stance and message. How a persuasive game is framed and circulated in culture can impact
Gamification in health behaviour change produces muddled results. Why? Because game design elements, behaviour change techniques, etc. are too decontextualised and underspecified to guide design implementation. Talk at the CBC 2018 conference "Behaviour Change for Health: Digital & Beyond", February 21, 2018, London.
This document discusses factors that contribute to gaming enjoyment through three key concepts: safe action, embarrassment, and autonomy. Safe action in games is achieved through features that establish negotiated consequences and collective enforcement of in-game commitments. Embarrassment is reduced in gaming contexts by social framing that normalizes behavior and shields players from disapproving observers. Autonomy in gaming emerges from a relaxed field free from pressures where players have license to configure gameplay and minimize consequences according to their preferences and values.
City Games: Up and Down and Sideways on the Ladder of AbstractionSebastian Deterding
Like games and everyday life, games and cities have been intersecting in two primary ways: modelling the city in an abstract view from above, with planning games and urban simulations, and transforming people's everyday urban experiences and behaviors with playful interventions on the ground. Neither one, this talk argues, has been particularly successful in creating lasting improvements in citizen's well being. To accomplish this, we need to take game design seriously and look sideways at the messy middle between map and territory, the processes in which one is translated into the other (or not). My keynote at ISAGA 2017 in Delft, NL, July 10, 2017.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
1. Meetings are unavoidably boring when there is little shared knowledge and understanding between participants due to large, dispersed groups with differentiated roles.
2. However, meetings are still necessary for accountability in sharing information and making decisions.
3. The document proposes increasing shared understanding through methods like social streams and colocation, and establishing alternative practices for specific meeting purposes like sharing non-critical information or making simple decisions. This could help reduce unnecessary boring meetings while maintaining accountability.
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...Sebastian Deterding
This document discusses approaches and methods for gamification design. It outlines two conflicting theories of fun: fun as an additive substance that can be added to non-fun activities, or fun as an emergent quality that can arise from any well-designed system or activity. The document advocates following game design principles to restructure existing activities and find inherent challenges, then structuring them with goals, rules, and feedback to create engaging gameplay experiences. It emphasizes iterative playtesting to get the design right.
This document discusses the concept of productivity and leisure. It suggests that while technology was meant to reduce work and increase leisure, modern technologies and apps have instead led to overwork, less productivity, and less well-being. Cultural and economic factors like secular Calvinism, the Horatio Alger myth, inequality, and precarity serve to reinforce this system. The document argues for rethinking productivity to focus on well-being, flourishing, reflection, and leisure instead of endless work and "hacking" one's life. It draws on thinkers like Aristotle, Weber, Pieper, and Keynes to advocate for economies of leisure instead of work.
The document discusses designing for curiosity. It defines curiosity as being motivated by things that are novel, comprehensible, positively relevant, and safe. It suggests stoking curiosity by inviting people into experiences that are relevant, safe, and have a solvable unpredictability. Some ways to do this include providing safety so people don't feel dumb, making them care before telling them what to know, giving puzzles they can proudly solve, and gradually revealing content rather than all at once. Curiosity can be encouraged through novel experiences, surprises, hinting at hidden information, creating unresolved complexity, and offering rich possibility spaces to explore.
Player Rating Algorithms for Balancing Human Computation Games: Testing the E...Sebastian Deterding
This document discusses using player rating systems to balance task difficulty in human computation games. It proposes treating tasks as players and using player rating algorithms to sequence tasks based on a player's changing skill level over time. The study tests whether a bipartite graph structure between players and tasks negatively impacts prediction accuracy of player rating algorithms. It finds that bipartiteness does not affect accuracy, and unbalanced graphs with "super vertices" may improve accuracy by providing more information. The approach shows promise for difficulty balancing, but requires further testing on retention and with different games.
The Mechanic is not the (whole) message: Procedural rhetoric meets framing in...Sebastian Deterding
1) Procedural rhetoric uses in-game processes to persuade players, but different players can come to different understandings of the same in-game logic.
2) The games Train and Playing History 2 used procedural rhetoric to address controversial topics like the JFK assassination and slave trade, but were received very differently by audiences.
3) This difference can be explained by three factors: the genres framed the content differently and set different expectations; the games traveled through different media contexts outside their intended frames; and their visual framing in shared media shaped varying audience perceptions.
The Great Escape from the Prison House of Language: Games, Production Studies...Sebastian Deterding
This document summarizes the journey of a young humanities scholar taught that all knowledge exists within texts and the library, and to avoid interacting with people outside. It discusses how different theories view meaning as existing solely within the text itself or through other surrounding texts and contexts. It argues that solely reading and writing isolated in the library may not be enough to fully understand cultural meaning-making, and that speaking with authors and understanding different contexts can provide new insights.
Progress Wars: Idle Games and the Demarcation of "Real Games"Sebastian Deterding
My talk from DiGRA FDG 2016: Analyzing idle games through the theoretical lenses of “game aesthetics” and “boundary work”, I explore how game makers intentionally or unintentionally partake in working the boundaries of “real” games.
Desperately Seeking Theory: Gamification, Theory, and the Promise of a Data/A...Sebastian Deterding
Gamification promises a new, data-driven take at a science of design: establishing what design features cause what psychological and behavioural effects. But to realise this promise, it needs theory.
1. The presenter discusses a scholarly book project on role-playing game (RPG) studies that analyzes RPGs across different forms including tabletop, computer, live-action, and online games.
2. Larps can benefit from RPG studies by learning about solutions to common problems, innovative designs, and gaining new perspectives to better understand their own practices.
3. While flexibility is an asset that allows larps to borrow ideas, designers must also be aware of cognitive biases from their personal experiences that could limit understanding differences across RPG forms.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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5. • Start at 0 points/grade F
• Amount & quality of tasks > points,
point amounts = levels/grades
• (Each level/grade change requires
progressively more points)
• (Learners can choose between many
tasks, redo tasks)
accumulative grading
6. • Sense of progress and current state
• Match of skill & challenge
• Declining grading = loss framing
• Averaging grading = continued
punishment for early failure
• Evaluative grading of every activity =
performance, not mastery/effort framing
Why accumulative grading?
7. • Timely & frequent
• Juicy & varied
• Non-controlling
• Informative
• current action & improvement
• current state & future paths
feedback