Dissecting a Game

Game Mechanics in a Multiplayer Game
Topics

• Overview of ILAG
• What is WoW in Biz?
• Purpose of Game Design and Game Based Learning
• The Gamer Disposition
...
•

13 Community Colleges

•

Over 162,000 Students Annually

•
•

In AY '12, Awarded 6,550 Associate
Degrees and 7,685 Cer...
Immersive Learning Faculty Challenge
Grant
CCCS Presidential Initiative
Specifics:
$3 Million total one time funding disbu...
Immersive Learning Faculty Challenge
Grant
Considerations:

•
•

•

Applicants had to estimate Cost of
Implementation
Sust...
Immersive Learning Faculty Challenge
Grant
Considerations:

•
•
•

IP: All materials required to be Creative
Commons 3.3 l...
Why did CCCS do this?

•

Improve student performance and persistence

•

Improve student and faculty engagement

•

Impro...
Immersive Learning
Faculty Challenge Grant
What did we do?
World of Warcraft in Business
World of Warcraft in Business

•

Intro to Business

•

Intro to Macroeconomics

•

Virtual Goods
World of Warcraft in Business

•

Focus is on Entrepreneurship for BUS115

•

Application of class concepts

•

Do not foc...
Purpose of GBL

• Adapt the best parts of games and education
to develop a highly immersive, engaging
learning experience ...
Why high-level World of
Warcraft players make
better employees than
Harvard MBAs
John Seely Brown (JSB)
http://smartblogs....
The Gamer Disposition

• John Seely Brown (JSB) and Douglas
Thomas

• Gamers are:
o
o
o
o
o

Bottom Line Oriented
Understa...
GBL meet Brain Rules

• John J. Medina
Rule #2: The human brain evolved, too.
•

•

•
•
•

The brain is a survival organ. It is designed to solve problems relate...
Rule #2: The human brain evolved, too.
•

•

•
•
•

The brain is a survival organ. It is designed to solve problems relate...
Game Design Techniques
And their application to Learning
Cascading Information Theory
The theory that information should be released
in the minimum possible snippets to gain the
a...
Reward Schedules
The timeframe and delivery mechanisms
through which rewards (points, prizes, level
ups) are delivered. Th...
Real Time Assessment
Affinity Groups/ Space
"An affinity space is a place or set of places where
people affiliate with others based primarily o...
Behavioral Momentum
The tendency of players to keep doing what they
have been doing.

Source: http://www.gamification.org/
Blissful Productivity
The idea that playing in a game makes you happier
working hard, than you would be relaxing.

Source:...
Achievement
Virtual or physical representation of having
accomplished something

Source: http://www.gamification.org/
Epic Meaning
Players will be highly motivated if they believe
they are working to achieve something
great, something awe-i...
Initial Results
• Student Engagement
• Desire for Online Synchronous Instruction

• Desire for Community / Cohort to explo...
CCCS Hackathon Project
Round 2 Funding
2013-2014
Massively Multiplayer Online Role-Playing Game
Massively Multiplayer Online Role-Playing Game
Massively Multiplayer Online Role-Playing Game
Massively Multiplayer Online Role-Playing Game
Upcoming SlideShare
Loading in...5
×

Massively Multiplayer Online Role-Playing Game

459

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
459
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Massively Multiplayer Online Role-Playing Game"

  1. 1. Dissecting a Game Game Mechanics in a Multiplayer Game
  2. 2. Topics • Overview of ILAG • What is WoW in Biz? • Purpose of Game Design and Game Based Learning • The Gamer Disposition • Game Design Techniques and their application to learning • Initial Results
  3. 3. • 13 Community Colleges • Over 162,000 Students Annually • • In AY '12, Awarded 6,550 Associate Degrees and 7,685 Certificates 42% of degrees were in Health Sciences
  4. 4. Immersive Learning Faculty Challenge Grant CCCS Presidential Initiative Specifics: $3 Million total one time funding disbursed over three years • • Funds could be used for professional development, developing curriculum, purchasing licenses, events, overload pay, and release
  5. 5. Immersive Learning Faculty Challenge Grant Considerations: • • • Applicants had to estimate Cost of Implementation Sustainability: Required a team of faculty Accessibility: Required ADA/ 508 compliance/ consideration
  6. 6. Immersive Learning Faculty Challenge Grant Considerations: • • • IP: All materials required to be Creative Commons 3.3 licensed Impact: Estimate faculty and students affected Collaboration: Required collaboration between colleges and/or disciplines
  7. 7. Why did CCCS do this? • Improve student performance and persistence • Improve student and faculty engagement • Improve critical thinking skills • Reduce student attrition • Focus on assessment and faculty sharing
  8. 8. Immersive Learning Faculty Challenge Grant What did we do?
  9. 9. World of Warcraft in Business
  10. 10. World of Warcraft in Business • Intro to Business • Intro to Macroeconomics • Virtual Goods
  11. 11. World of Warcraft in Business • Focus is on Entrepreneurship for BUS115 • Application of class concepts • Do not focus on Game play • Lots of student reflection
  12. 12. Purpose of GBL • Adapt the best parts of games and education to develop a highly immersive, engaging learning experience to increase student engagement, performance and persistence • Most utilize technology; however you can also do non-digital GBL
  13. 13. Why high-level World of Warcraft players make better employees than Harvard MBAs John Seely Brown (JSB) http://smartblogs.com/leadership/2012/09/2 5/big-think-925/
  14. 14. The Gamer Disposition • John Seely Brown (JSB) and Douglas Thomas • Gamers are: o o o o o Bottom Line Oriented Understand Power of Diversity Thrive on Change See Learning as Fun Marinate on the “Edge”
  15. 15. GBL meet Brain Rules • John J. Medina
  16. 16. Rule #2: The human brain evolved, too. • • • • • The brain is a survival organ. It is designed to solve problems related to surviving in an unstable outdoor environment and to do so in nearly constant motion (to keep you alive long enough to pass your genes on). We were not the strongest on the planet but we developed the strongest brains, the key to our survival. The strongest brains survive, not the strongest bodies. Our ability to solve problems, learn from mistakes, and create alliances with other people helps us survive. We took over the world by learning to cooperate and forming teams with our neighbors. Our ability to understand each other is our chief survival tool. Relationships helped us survive in the jungle and are critical to surviving at work and school today. If someone does not feel safe with a teacher or boss, he or she may not perform as well. If a student feels misunderstood because the teacher cannot connect with the way the student learns, the student may become isolated. There is no greater anti-brain environment than the classroom and cubicle. Source: http://www.brainrules.net/the-rules
  17. 17. Rule #2: The human brain evolved, too. • • • • • The brain is a survival organ. It is designed to solve problems related to surviving in an unstable outdoor environment and to do so in nearly constant motion (to keep you alive long enough to pass your genes on). We were not the strongest on the planet but we developed the strongest brains, the key to our survival. The strongest brains survive, not the strongest bodies. Our ability to solve problems, learn from mistakes, and create alliances with other people helps us survive. We took over the world by learning to cooperate and forming teams with our neighbors. Our ability to understand each other is our chief survival tool. Relationships helped us survive in the jungle and are critical to surviving at work and school today. If someone does not feel safe with a teacher or boss, he or she may not perform as well. If a student feels misunderstood because the teacher cannot connect with the way the student learns, the student may become isolated. There is no greater anti-brain environment than the classroom and cubicle. Source: http://www.brainrules.net/the-rules
  18. 18. Game Design Techniques And their application to Learning
  19. 19. Cascading Information Theory The theory that information should be released in the minimum possible snippets to gain the appropriate level of understanding at each point during a game narrative Source: http://www.gamification.org/
  20. 20. Reward Schedules The timeframe and delivery mechanisms through which rewards (points, prizes, level ups) are delivered. Three main parts exist in a reward schedule; contingency, response and reinforcer. Source: http://www.gamification.org/
  21. 21. Real Time Assessment
  22. 22. Affinity Groups/ Space "An affinity space is a place or set of places where people affiliate with others based primarily on shared activities, interests, and goals, not shared race, class culture, ethnicity, or gender" (p. 67) Source: Gee,J. (2004) Situated language and learning. New York: Routledge.
  23. 23. Behavioral Momentum The tendency of players to keep doing what they have been doing. Source: http://www.gamification.org/
  24. 24. Blissful Productivity The idea that playing in a game makes you happier working hard, than you would be relaxing. Source: http://www.gamification.org/
  25. 25. Achievement Virtual or physical representation of having accomplished something Source: http://www.gamification.org/
  26. 26. Epic Meaning Players will be highly motivated if they believe they are working to achieve something great, something awe-inspiring, something bigger than themselves Source: http://www.gamification.org/
  27. 27. Initial Results • Student Engagement • Desire for Online Synchronous Instruction • Desire for Community / Cohort to explore • Student Persistence
  28. 28. CCCS Hackathon Project Round 2 Funding 2013-2014
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×