Mais conteúdo relacionado Semelhante a Astdtk2013 workshopmaterials (20) 1. Game Design and
Gamification
Koreen Olbrish Karl Kapp
Senior Product Manager, lyndaCampus, lynda.com Professor of Instructional
Technology, Author
Soon to be Author! Bloomsburg
University
@koreenolbrish @kkapp
2. Who are you?
Why are you here?
What’s your
favorite game?
Points: Weirdest personal anecdote
5. Designing Performance‐Based Instruction
Facts Concepts Rules
- Elaborating - Examples - If-Then
- Organizing - Non-Examples - Cause/Effect
- Association - Attribute Classification - Concept Application
Procedures Principles Problem-Solving
- Whole to Part Review - Teach Model - Multiple Scenarios
- Learn Parts - Behavior Checklist - Professional Experiences
- Assemble Procedure - Examples - Realistic Application
6. Jargon
Memorization
Facts
• Designing for Facts
– Elaboration‐links new information with
relevant prior knowledge
• Superordinate‐context of new fact
• Coordinate‐compare/contrast
7. Jargon
Facts Memorization
• Designing for Facts
– Organizing—Placing facts into a
logical grouping (chunking)
• Tables
• Diagrams
• Lists
• Models
• Mnemonics
Roy G. Biv
21. Researchers have found that the Yep, people tend to remember facts
human brain has a natural affinity for more accurately if they encounter
narrative construction. them in a story rather than in a list.
And they rate legal arguments as more
convincing when built into narrative
tales rather than on legal precedent.
http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental‐learning‐and‐power‐of/
22. Categories
Concepts Concrete
• Designing for Concepts
– Concept is a class of items that share common
features and is known by a common name.
• Example, Non‐Example
• Attribute Classification
29. Rules Moisture causes
out of tolerance
• Designing for Rules
– Rule is a statement that expresses a relationship
between concepts.
• If‐Then
• Cause/Effect
• Concept Application
36. SOPs
Procedures Step-by-Step
• Designing for Procedures
– Procedure is a sequence of steps the learner
performs to accomplish a task.
• Whole to Part Review
• Learn Parts
• Assemble Procedure
37. Procedures
- Whole to Part Review
- Learn Parts
- Assemble Procedure
www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007
43. Leadership
Principles Trouble Shootin
• Designing for Principles
– Principle is a non‐sequential guideline that must
be adapted to a specific situation.
• Teach Model
• Behavior Checklist
• Examples
48. Problem‐Solving
• Designing for Problem‐Solving
– Problem is previously un‐encountered situation
that requires the application of previously learned
concepts, rules, procedures, principles
• Teach Model
• Behavior Checklist
• Examples
52. Interplay Energy, in partnership with the
Residential Energy Services Network
(RESNET) created a simulation to measure
applied knowledge and understanding like a
physical field test.
53. Objectives included:
• Gas line leak detection
• Ambient CO testing
• Unvented appliance testing (ovens and
stove top burners primarily)
• Proper equipment usage
• Appliance identification
• Combustion appliance Zone (CAZ)
understanding
• Worst Case Depressurization
• Vented Appliance (furnace, boilers, water
heaters) tests: spillage, CO, draft
63. Fostering Pro‐Social
Behavior
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211‐221.
75. Fact
KnowledgeR % Higher
etention
Lecture 17%
Discussion 5%
Declarative 17%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies
76. Percentages of Impact
It wasn’t the game, it was level
Type of
of activity in the game.
% Higher
Knowledge/
Retention
Declarative 11%
In other words, the engagement
Procedural of the learner in the game leads
14%
to learning.
Retention 9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology .Review of 65 studies
78. Fishy
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .
80. 20% higher
Fact confidence levels.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .
81. An on-screen character is
distracting to the learner and
does not facilitate learning
as well as simple text.
Is that Fact or Fishy?
82. On transfer tests involving different word problems, the
group who had a character generated 30% more correct
answers than the group with on-screen text.
Animated pedagogical agents (characters) can be
aids to learning. A “realistic” character did not
facilitate learning any better than a “cartoon-like”
character.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 194.
84. Within 24 hours of watching an avatar like
themselves run, learners were more likely to
run than watching an avatar not like them or
watching an avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology,
21 (3), 95-113.
85. If learners watch an avatar that looks
like them exercising & losing weight,
they will subsequently exercise more in
the real world as compared to a control
group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21
95-113.
86. Avatar as Teacher
Research indicates that learners perceive, interact
socially with and are influenced by anthropomorphic
agents (avatars) even when their functionality and
adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance.
Philosophical Transactions of the Royal B Society. 364, 3559–3565
88. Yes, two avatars are better
than one.
Fact Motivator
Mentor
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in
Education, 15(1), 95-115.
Expert
89. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?
91. Researchers have found that the Yep, People tend to remember facts
human brain has a natural affinity for more accurately if they encounter
narrative construction. them in a story rather than in a list.
And they rate legal arguments as more
convincing when built into narrative
tales rather than on legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie
Green http://www.unc.edu/~mcgreen/research.html
95. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?
96. Fact.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North
Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and
Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey‐Bass
99. It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.
What is the first thing you should do?
108. Take‐Away
1) Interactivity of games leads to higher knowledge retention
for declarative and procedural knowledge.
2) Games/Simulations do not need to be fun to be educational.
3) On screen characters can enhance e‐learning.
4) Two on screen characters (mentor and expert) are better
then one.
5) Onscreen avatars can influence off‐screen behavior.
6) Use stories rather than bulleted lists to present facts.
7) Present learners with a difficult challenge to engage and
motivate them.
8) Games can influence people to behave in a pro‐social
manner.
113. Client Name
[insert name] Design Document
Table of Contents
Table of Contents .......................................................................................................................................... 2
Introduction .................................................................................................................................................. 4
ARG Goal ............................................................................................................................................ 4
Game Theme & Storyline .................................................................................................................. 4
Instructional Strategy.................................................................................................................................... 5
Target Audience................................................................................................................................. 5
Learning Objectives ........................................................................................................................... 5
Game Play ..................................................................................................................................................... 6
Learner Role....................................................................................................................................... 6
Game Structure ................................................................................................................................. 6
Team Structure .................................................................................................................................. 6
Non-Player Characters....................................................................................................................... 6
Clue Distribution ................................................................................. Error! Bookmark not defined.
Game Components ....................................................................................................................................... 7
Tracking and Scoring ..................................................................................................................................... 8
Individual vs. Team ............................................................................................................................ 8
Storyline Points.................................................................................................................................. 8
Bonus Points and Content ................................................................................................................. 8
Portal Functionality ....................................................................................................................................... 9
Player Perspective ............................................................................................................................. 9
District Manager of Internet Sales Perspective .................................. Error! Bookmark not defined.
Content ....................................................................................................................................................... 10
Scenarios.......................................................................................................................................... 10
Schedule ...................................................................................................................................................... 11
Appendix: Scenario Script ........................................................................................................................... 13
© 2011 CONFIDENTIAL 2
114. Client Name
[insert name] Design Document
Scenarios Overview ......................................................................................................................... 13
Scenarios Script ............................................................................................................................... 14
© 2011 CONFIDENTIAL 3
115. Client Name
[insert name] Design Document
Introduction: Executive Summary
XX
Business Issue
XX
Game Goal
XX
Game Theme & Storyline
XX
Introduction to the Game
XX
© 2011 CONFIDENTIAL 4
116. Client Name
[insert name] Design Document
Instructional Strategy
Target Audience
XX
Learning Objectives
1. XX
© 2011 CONFIDENTIAL 5
117. Client Name
[insert name] Design Document
Game Play
Learner Role
XX
Game Structure
XX
Team Structure [if applicable]
Non-Player Characters
XX XX
About the Character: XX
Game Role: XX
XX
About the Characters: XX
Game Role: XX
Game Technology
XX
© 2011 CONFIDENTIAL 6
118. Client Name
[insert name] Design Document
Game Components
The following graphics illustrate all components to be included in the game: [insert play flow elements]
© 2011 CONFIDENTIAL 7
119. Client Name
[insert name] Design Document
Tracking and Scoring
Scoring in the game will be both individually tracked as well as team tracked.
Individual vs. Team
XX
Storyline Points [if applicable]
XX
Bonus Points and Content [if applicable]
XX
© 2011 CONFIDENTIAL 8
120. Client Name
[insert name] Design Document
[Technology] Functionality
In addition to standard functionality (eg, login, password management), the following is a list of
functionality from the perspectives of each player type for this game.
Player Perspective
XX
Character Perspective
XX
Player Use Case
XX
© 2011 CONFIDENTIAL 9
122. Client Name
[insert name] Design Document
Schedule [How the game is rolled out/timed, if applicable]
Date Description Notes
Before Week 1
Week 1 –
Monday
Week 1 –
Tuesday
Week 1 –
Wednesday
Week 1 –
Thursday
Week 1 – Friday
Week 2 –
Monday
Week 2 –
Tuesday
Week 2 –
Wednesday
Week 2 –
Thursday
Week 2 – Friday
Week 3 –
Monday
Week 3 –
Tuesday
Week 3 –
Wednesday
© 2011 CONFIDENTIAL 11
126. ASTD TechKnowledge® 2013 Conference & Exposition
Tuesday, January 29
Room 114
GAME DESIGN AND GAMIFICATION
WORKSHOP # 8
Karl M. Kapp, Ed.D.
Professor, Instructional Technology
Bloomsburg Unviersity
kkapp@bloomu.edu
570-389-4849
Kapp Notes: http://www.uleduneering.com/kappnotes/
Koreen Olbrish
Senior Product Manager, lyndaCampus
lynda.com
Handout
128. Symbols and Icons
Below is a list of symbols and icons that will trigger you to important items within this
Handout
Symbol/Word Meaning
Note Important information for you to know or remember.
? Question Write an answer or think about and write a response or ask
a question.
Write Take notes or write information into your learner guide.
Think Think about a concept or idea.
Definition Definition of a term you should know.
Play Play a game or participate in an activity.
Introduction
This decidedly unacademic workshop provides a broad scientific overview of what we
know from research about the effectiveness of games and game-elements to change
learner behaviors. This engaging, exciting workshop shows you how to use the existing
research literature in your own design and delivery of game-based learning. You will be
provided with tips and techniques for matching research findings to your own learning
design for games and gamification. We’ll move the concepts from research to practice
with plenty of examples. We’ll even match game types with content types for both
instructor-led training and elearning design.
This interactive workshop includes many examples of using game-based learning for
performance improvement and highlights how organizations have used games to achieve
learning success. And, yes, you will play and design a game in this workshop. Discover
how research-based practices fit in with today's fast-paced need for quick, effective
instruction and how you can take elements such as Challenge, Feedback, Levels and
Storytelling and create an engaging game-based learning experience.
? Question
Think about how you can use games for learning. Do you currently use games for
learning and how effective do you believe them to be?
Karl M. Kapp ©2013 1-3
129. Agenda
9:00-9:30 Introductions and Getting Started
Of course we are starting with a game and then quickly debrief on what made that game
successful and what would make it even better! Meet other attendees and begin to discuss
elements that make games appropriate for learning. This is learning by experience. We will
discuss both online and classroom-based game and game design.
9:30-10:15 Aligning Your Game to Business Outcomes
There is no point in creating a game in a business environment if it doesn’t help improve
performance. This section of the workshop discusses several methods for ensuring that the
learning objectives you establish in the game link to the business outcomes of your organization.
This is necessary to ensure your game is a learning and business success.
10:15-10:30 Break
10:30-11:30 Overview of Game Design/Develop Process
What does it take to design a game? What are the steps in the process and which are the most
critical to success. This section discusses how games are design and provides tips and techniques
for ensuring the game process produces a learning focused game.
11:30-12:30 Conceptualizing and Creating a Game Concept
What does it take to design a game? What are the steps in the process and which are the most
critical to success. This section discusses how games are design and provides tips and techniques
for ensuring the game process produces a learning focused game.
12:30-1:45 Lunch
Here is where we get food, put it in our mouths and eat it! Yum, everyone likes food especially in
the middle of the day, you don’t want to miss this basic need on Maslow’s Hierarchy.
1:45-3:15 Paper Prototyping the Game
The best time to change a game is before it’s been programmed. In this section, we’ll take our
ideas from the game concepts we’ve developed and play paper-based versions of our ideas. We’ll
test our concepts and see if we can improve upon our concept.
3:15-4:00 Development Considerations
Here we’ll look at a several different types of game development software . We’ll discuss
“lessons learned” from the perspective of development and review a checklist that you need to
keep in mind for game development.
4:00-4:15 Break
4:15-5:00 Closing and share out
In this section, we’ll share lessons learned from the workshop, review the tools and techniques we
leveraged to create our game concept and our paper prototypes and we’ll discuss the next steps
for each individual.
Karl M. Kapp ©2013 1-4
130. Objectives
In this workshop, you will learn:
• How to apply game-based strategies to the presentation of learning content.
• Principles for adding games to learning curriculums.
• Four motivational aspects of games that improve learning recall and application.
• Six ideas for designing games for learning.
? Question
What is your goal for the workshop? Write down your goals for the workshop and make
sure the instructor is on-target with meeting your needs. If not, ask questions and make
sure you gain what you’d like from the information presented.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Karl M. Kapp ©2013 1-5
131. Do Games Impact Learning?
Before discussing the details and elements of games, let’s discuss the research behind the
use of games for learning and instruction.
The chart below summarizes the findings from the article Sitzmann, T. (2011) A meta-
analytic examination of the instructional effectiveness of computer-based simulation
games. Personnel Psychology. As indicated by Sitzmann, “Meta-analytic techniques
were used to examine the instructional effectiveness of computer-based simulation games
relative to a comparison group (k=65, N=6,476). Consistent with theory, post-training
self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural
knowledge was 14% higher, and retention was 9% higher for trainees taught with
simulation games, relative to a comparison group.
Type of Knowledge % Higher with
Simulation/Games
Declarative 11%
Procedural 14%
Sitzmann found that simulation games were 17% more effective than lecture and 5%
more effective than discussion, the two most popular instructional methods in classroom
instruction.
Type of Delivery % Higher with
Simulation/Games
Lecture 17%
Discussion 5%
Sitzmann goes on to indicate that “Trainees learned more, relative to a comparison group,
when simulation games conveyed course material actively rather than passively, trainees
could access the simulation game as many times as desired, and the simulation game was
a supplement to other instructional methods rather than stand-alone instruction. However,
trainees learned less from simulation games than comparison instructional methods when
the instruction the comparison group received as a substitute for the simulation game
actively engaged them in the learning experience.”
Karl M. Kapp ©2013 1-6
132. Games
Play
What is a game? Before defining a game, let’s play a few.
Think
What do these games have in common? What makes them different? What makes a
game, a game?
Karl M. Kapp ©2013 1-7
133. Cost of Serious Game Development
The chart below indicates the cost of creating interactive learning games at different
levels. The chart also matches the different kind of game designs with the appropriate
type of knowledge best taught with each design.
Type of Level of Interactivity Type of
Game Play Knowledge
(Customer Development) Taught
Low Medium High
Exploration/Simulation $25,000- $35,000- $50,000- Problem-
Engine/Free Play Area $35,000 $50,000 $150,000 Solving
Branching story, On-Line $10,000- $15,000- $30,000- Conceptual
Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia Games, $1,500- $3,000- $5,000- Declarative
Drag and Drop Games $3,000 $5,000 $20,000 Knowledge/
Fact/Jargon
Karl M. Kapp ©2013 1-8
134. Elements of Games
Write
Let’s think about the elements that make up a game. List the elements below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Karl M. Kapp ©2013 1-9
135. Defining the terms “Game” and “Gamification”
Write
Write your definition of a game below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Definition
A game is a system in which players engage in an abstract challenge, defined by rules,
interactivity and feedback that results in a quantifiable outcome often eliciting an
emotional reaction.
What is the concept of “Gamification”?
Gaming
(Serious ) Games Gamification
Whole Part
Toys Playful Design
Playing
From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al
Definition
Gamification is using game-based mechanics, aesthetics and game thinking to engage
people, motivate action, promote learning, and solve problems.”
Karl M. Kapp ©2013 1-10
136. Tell a Story
Although not commonly considered in the same sentence, storytelling and presentations
have a lot in common. In fact, in many areas they have a high degree of overlap. In
presentations we have an agenda, in a story we have a plot. In presentations we have
goals or information we want to impart, in a story we have a morale or an underlying
theme or symbolism. In storytelling we have characters; in presentations we want people
to take action or perform a certain task.
Elements of a Story
To create a good story, the following elements must be present:
• Characters
• Plot (something happens)
• Tension
• Resolution
• Conclusion
Adding these elements together creates an effective story for a presentation. In fact,
research shows that people remember and act upon facts more easily when those facts are
contained in a story than we the facts are presented in a list.
.
According to an article in the May 22, 2007 issue of the New York Times, an article titled
This is Your Life (and How You Tell It) psychologists are starting to research how
people tell their life stories as a method of gaining insight into the personalities of people
and understanding how they learn.
The article notes that:
Researchers have found that the human brain has a natural affinity for
narrative construction. People tend to remember facts more accurately if
they encounter them in a story rather than in a list… and [individuals] rate
legal arguments as more convincing when built into narrative tales rather
than on legal precedent.
Karl M. Kapp ©2013 1-11
137. Building a Game
Here are a variety of key questions to consider when developing a role-play based game.
The questions are designed to provide the foundation for the development of the game.
1. What is the performance objective supported by the game? How is it assessed?
What are the learning objectives of the game?
Concept to be In-Game Activity Assessment of Learning
taught
Negotiation skills Bartering and purchasing Learners will be required to
related to supplies. (for example in a space purchase a jetpack and oxygen
obtaining the game, Jetpacks might be rare tank within “the right price range”
best price in the but extremely helpful within the based on the scarcity of the item.
shortest time for game and, therefore, expensive Learners will be assessed based on
a given product. and hard to obtain, while oxygen starting bid, subsequent bids and
tanks might be abundant and amount of time to acquire object.
easy to obtain.)
Concept to be In-Game Activity Assessment of Learning
taught
2. What is the plot? What happens during the game?
3. Where does the game study take place? Setting the scene.
Karl M. Kapp ©2013 1-12
138. Building a Game: Characters
Use this chart to develop the characters for the game.
Name Role/ Position Gender Attitude Attire Represents
John Potential Male Friendly Shirt tie, Suit-no Elusive potential customer.
Customer jacket
Mary Sales Female Helpful Business Casual Proper procedure for
Representative initiating potential
customer contact.
Lou Ann Co-Worker Female Unfriendly Business Casual Provides critical
information regarding pre-
qualification of potential
customer.
USER New Sales N/A N/A N/A Person who needs to pre-
Representative qualify John during the
case study.
Name Role/ Position Gender Attitude Attire Represents
Note
Keep characters to a Limited in number of dimensions. Keep to a few key characters.
Putting It All Together
Write
Write a brief description of your game on a note book.
Karl M. Kapp ©2013 1-13
139. Matching Content Types to Game Designs (continued)
Type of Definition Instructional Gamification Example
Knowledge Strategies Elements
Declarative An association between Elaboration Stories/Narrative Trivia
Knowledge two or more objects. Organizing Sorting Hangman
These are typically facts, Association Matching Drag and
jargon and acronyms. Repetition Replayability Drop
Content that must be
memorized.
Conceptual A grouping of similar or Metaphoric Matching and Wack a
Knowledge related ideas, events or devices sorting Mole
objects which have a Examples and Experiencing the You Bet!
common attribute or a set non-examples concept
of common attributes. Attribute
classification
Rules-Based A statement that Provide Experience Board games
Knowledge expresses the examples consequences Simulated
relationships between Role Play work tasks
concepts. Rules provide
parameters dictating a
preferred behavior with
predictable results.
Procedural A series of steps that Start with the Software challenges Software
Knowledge must be followed in a big picture Practice scenarios,
particular order to reach Teach “how” Equipment
a specific outcome. Step- and “why”. simulations
by-step instructions for
performing a task.
Soft Skills Non-sequential Analogies Social Simulator Leadership
guidelines for dealing Role playing simulation
with social interactions.
This includes negation
skills, leadership skills
and selling skills.
Affective Knowledge about Encourage Immersion Darfur is
Knowledge attitudes, interest, values, participation Providing success Dying
beliefs and emotions. Believing Encouragement
success is from celebrity-type
possible figures
Celebrity
endorsement
Psychomotor The intersection of Observe Demonstration Virtual
Domain physical skills and the Practice Haptic Devices Surgery
cognitive knowledge. Simulator
Karl M. Kapp ©2013 1-14
140. Elements of a Game Design Document
Here are the elements of a game design document. The idea is that by completing the
game design document, it helps the team envision the game.
Element Example
Overview of Concept The concept is to create a web-based single player online game for
pharmaceutical sales representatives that provide engaging, relevant, and
personalized learning on the topic of opening and closing a conversation with
a physician. Topics covered in the game are tied to our ABC engagement
model. The game is based on a realistic setting of a physician’s office. The
game will happen from a third-person perspective and the learner will be
evaluated on credibility, affability and the ability to become an information
source for the physician.
Outcome Pharmaceutical sales representatives will properly use the ABC model to gain
more time with the physician and become a valuable resource to the
physician.
Instructional At the end of the game, the learners will be able to:
Objectives • Properly apply the three steps of an ABC opening.
• Properly apply the two steps of the ABC closing.
• Appropriately prepare for a call on a physician.
Affective
• Behave in a warm, friendly, professional manner toward the
physician.
Description of The learners will be able to customize an avatar in terms of eyes, skin, hair
Character(s) and be able to select different styles of cloths. The learners will interact with
six NPCs, three female and three male each representing ethnic and
personality diversity. The NPC physicians will each have different amounts
of time they are able to spend with the sales representative.
Environment Home office for the learner and then six different offices, the learner will
walk their character to a car which has a map on the passenger’s seat. The
map has images each representing a different physician’s office location. The
learner will click on the map to arrive at the front door of that location. Six
physician offices need to be created.
Office one: Rural small family practice. Older filing cabinets, small waiting
room space with six chairs.
Office two:….
Karl M. Kapp ©2013 1-15
141. Elements of Game Design Document
Element Example
Description of Upon entering into the Learning Management System and launching the
Gameplay game, the learner is placed into an office where customization can occur.
After the learner customizes their avatar, they hear an audio of a phone
ringing. They must click on the phone to answer it. At that time, the voice
provides them with instructions on how to navigate through the game. At the
end of the call, instructions are given as to the next step. When the call is
over, the learner must click on the computer to view a list of physicians. Each
image and name is clickable to receive more information. The learner must
then prioritize the list to decide in what order to visit the physicians. Next…
Reward Structure The points in this game will be based on three variables. These variables are
credibility, affability and the ability to become an information source for the
physician. Each will be scored separately and then an overall score will be
provided called the “Engagement Score.” Within the game, a focus will be on
a mastery orientation toward the goal. This means each learner works to
master the content in the game and overall score is not related to any other
learner’s scores. Feedback will be provided immediately with an unobtrusive
popup accompanied by a longer explanation available after play.
Look and Feel of The goal is to provide a realist looking avatar in three dimensions. The player
Game will be able to see both the front and back of the avatar through a spinning
function. The environment will contain 3D objects that are typical colors,
black phone, gray computer terminal, brown brief case. The heads up display
will contain six elements. The first is…
Technical Description This game will be developed using Caspian’s ThinkingWorlds software to
provide the 3D environment that is required. The game will be accessed via
the corporate intranet and will not require any client downloads. The results
need to flow into our learning management system when the player completes
the game in a compatible format. Additionally, …
Timeline This can be a Gantt Chart or other method of showing the estimated time to
complete the project.
Karl M. Kapp ©2013 1-16
