Presentation provided to the St. Louis Metropolitan Chapter of ASTD. It used an interactive story format to convey the message that thinking like a game developer is critical to creating engaging instructional design.
8. We’ve learned and struggled for a few
years here figuring out how to make a
decent phone. PC guys are not going
to just figure this out.
They’re not going to just walk in.
--Palm CEO Ed Colligan, 16 Nov 2006
9. This is our best iPhone launch yet — more than
9 million new iPhones sold — a new record for
first weekend sales—Tim Cook, 2013.
Palm sold to HP in 2010, by 2011
Palm was done.
33. What is this “game” stuff?
Gamification is
the use of gaming
elements
integrated into a
training program
aligned goals to
promote change
in behavior
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
space.
Simulation
Learning is a
realistic, controlledrisk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.
34. Adding points, badges and
leaderboard to any training
does not instantly make it
awesome!
37. What can you do?
Intelligently add game elements to
instruction. Use points, rewards
and badges to convey
meaning…not simply completion.
38. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
39. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
NOT Enough Time
46. As a game development company, we
are competing for a major project.
So we are going to break into teams
and see which team earns the right
to work on the project.
The game is about
slaying dragons.
47. Each team will be confronted with a
series of questions. The team that
answers the questions correctly wins
the work.
53. First decision about this dragon slaying
game is how to start the game…what
should the players first in-game
experience be?
54. We have two choices, Begin:
by telling the player three things he/she needs
to know about slaying dragons.
or
with a fight between the player and a small,
dangerous dragon.
55. Why does this answer make
sense?
Action draws in the player right away.
Slaying dragons is fun.
Creates an awareness of the unknown.
56. Good game designers know that games
are engaging because they require action
right away.
Action is not passive, it draws in the
player and encourages further
engagement. Start by battling the small
dragon.
57. Ok, next decision.
Provide a map with the location of all
the dragons.
or
Reveal location information about the
dragons only discovered.
58. A sense of suspense, mystery and
intrigue draws people into games.
Inevitably, when playing a game,
players become curious. It is always a
good idea to build curiosity into a
game. Reveal locations and information
“as needed.”
59. Why did you make this choice?
Curiosity evokes cognitive dissonance.
or
Not knowing everything at once is fun.
61. OK, next decision, should we:
Make the game easy so we don’t discourage the
players.
or
Make the game challenging, knowing some
players will fail the first few times.
62. It needs to be challenging.
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. Chapter 2
“The Gamification of Learning and Instruction.”
63. In fact, give them the
Kobayashi Maru of challenges.
65. Look! Good games give players a set of
challenging problems and let them solve those
problems until they can do it automatically.
Then those same games throw a new class of
problem at the players requiring them to rethink, their now—taken for granted—mastery.
They must learn something new and integrate
into their old mastery.
81. Here are five tips to help an instructional
designer to think like a game designer:
1)
2)
3)
4)
5)
Begin with activity
Create curiosity, mystery, intrigue
Create a challenge for the learner
Put learners at “mock” risk
Give learners choices
82. In addition, we used some
other elements to help you
learn about gamification:
Story
Characters
84. 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