Gameful Design for Online Learning

  • 10,856 views
Uploaded on

Presentation at the 2013 Symposium "Game On: Exploring Innovative Pedagogies" at Charles Darwin University, Darwin, Australia, September 2, 2013.

Presentation at the 2013 Symposium "Game On: Exploring Innovative Pedagogies" at Charles Darwin University, Darwin, Australia, September 2, 2013.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • Thanks for uploading.
    What is the site from slide 8? Is it just a fake site to show what could be done or is it up and running. I'm looking for somthing like this because Glassbadges.com is just not working for me.
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
10,856
On Slideshare
0
From Embeds
0
Number of Embeds
18

Actions

Shares
Downloads
107
Comments
1
Likes
17

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. gameful designfor online education Sebastian Deterding MAGIC Lab, Rochester Institute of Technology Game On: Exploring Innovative Pedagogies Symposium, Charles Darwin University, Darwin, Australia, September 2, 2013 c b
  • 2. <1> introduction
  • 3. aboutme learninG
  • 4. bbc: A game of me
  • 5. RIT: Just press play
  • 6. game design + online learning? 4 Forms
  • 7. points Tracking, Feedback badges Goals, surprise leaderboards Competition incentives Rewards »Gamy« feedback layer1
  • 8. gamefully structuring learning2
  • 9. full-fledged games3
  • 10. Learning through game design4
  • 11. in the public mind
  • 12. moocs!
  • 13. with badges!
  • 14. = khan academy!
  • 15. problem solved!
  • 16. http://www.flickr.com/photos/auntiep/4310267/sizes/o/ delicious scalability & analytics!
  • 17. very,very old wine ... flickr.com/photos/the-consortium/5304929409
  • 18. Gold Stars The single worst way of motivating learning + frontal teaching (Almost) the single worst educational material
  • 19. Peter F.Drucker »There is surely nothing quite so useless as doing with great efficiency what should not be done at all.« what executives should remember (2006)
  • 20. <2> how not?
  • 21. Margaret Robertson »Gamification is an inadvertent con. It tricks people into believing that there’s a simple way to imbue their thing ... with the psychological, emotional and social power of a great game.« can’t play, won’t play (2009)
  • 22. Confusion #1
  • 23. Theodore Sturgeon »Ninety percent of everything is crud.« sturgeon‘s revelation (1958)
  • 24. what achievements? How designed?
  • 25. Games are not fun because they are games, but when they are well-designed. Con(fusion) #1
  • 26. Confusion #2
  • 27. Earn 1,000,000,000,000 points Score: 964,000,000,000,000 (You rock!)
  • 28. »Fun is just another word for learning.« Raph Koster a theory of fun for game design (2005)
  • 29. Raph Koster »Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. With games, learning is the drug.« a theory of fun for game design (2005)
  • 30. http://www.flickr.com/photos/diego_rivera/4261964210 Extrinsic motivation
  • 31. Intrinsic motivation http://www.flickr.com/photos/areyoumyrik/308908967
  • 32. Edward Deci,Richard Ryan »An understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness.« the what and why of goal pursuit (2000)
  • 33. The fun in playing games chiefly arises from intrinsic enjoyment, not extrinsic incentives. Con(fusion) #2
  • 34. Not fun Fun http://www.flickr.com/photos/sulamith/1342528771/sizes/o/ http://www.flickr.com/photos/photonquantique/3364593945/sizes/l/
  • 35. Raph Koster »Fun is just another word for learning.« through interesting challenges a theory of fun for game design (2005)
  • 36. Goals ...
  • 37. + Rules ...
  • 38. = Interesting challenges
  • 39. + Feedback ... http://www.flickr.com/photos/bodgerbrooks/1315419080
  • 40. = Experiences of competence
  • 41. Game atoms model/skill rule system goal success! / failure! actions feedback immediate/progress challenge
  • 42. Confusion #3 http://www.flickr.com/photos/apartmentlife/6559123353/
  • 43. Earn 1,000,000,000,000 points Score: 964,000,000,000,000 (You rock!) feedback without challenge
  • 44. feedback without challenge
  • 45. gamy looks without challenge
  • 46. disconnected challenge
  • 47. game challenge = learning goal
  • 48. Learning goal = Game atom the atomic intrinsic integration approach (2011) Alejandro Echevaria et al.
  • 49. »Gaminess« is not a feature you can just add – it is restructuring learning goals into game atoms. Con(fusion) #3
  • 50. Confusion #4
  • 51. Johan Huizinga »First and foremost, all play is a voluntary activity.« homo ludens (1950: 7)
  • 52. Edward Deci,Richard Ryan »An understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness.« the what and why of goal pursuit (2000)
  • 53. Fun Voluntary Voluntary Fun
  • 54. the undermining effect
  • 55. feedback perceived as controlling thwarts autonomy motivation perceived as informing supports competence + – Deci & Ryan 2012
  • 56. We don’t play games voluntarily because they’re fun – playing games is fun because it’s voluntary. Con(fusion) #4
  • 57. <3> how?
  • 58. gameful design Restructuring learning to support competence, autonomy, and relatedness, using game atoms as a lens
  • 59. http://www.flickr.com/photos/mike52ad/4675696269
  • 60. http://www.flickr.com/photos/mike52ad/4675696269 Goals: Intransparent; lack of small steps Rules: Often intransparent Challenge: Not adjusted to individual skill Feedback: Slow, demotivating decay instead of building and perceiving progress Game atomscompetence?
  • 61. http://www.flickr.com/photos/mike52ad/4675696269 Goals: Little choice in what to do when and how, little connection to personal needs Challenge: Demonstrating proficiency, not inviting exploratory trial and error Feedback: Often controlling, highly serious consequences Game atomsautonomy?
  • 62. learning goal = game atom
  • 63. Structured flow of goals
  • 64. scaffolded challenge,dynamically adjusted
  • 65. progress feedback
  • 66. forgiving feedback
  • 67. http://www.flickr.com/photos/amrufm/2593920251/sizes/z/in/photostream/ Meaningful choice
  • 68. …vs.Quality andVarietyunlimited redoing
  • 69. challenge-based learning O’Mahony, et al (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes. Journal of the Learning Sciences, 21(1), 182–206.
  • 70. <4> in summary
  • 71. Peter F.Drucker »There is surely nothing quite so useless as doing with great efficiency what should not be done at all.« what executives should remember (2006) – e.g. gamified MOOCs
  • 72. gameful design Restructuring learning to support competence, autonomy, and relatedness, using game atoms as a lens See bit.ly/194vAni for a recent overview of further design patterns.
  • 73. sebastian@codingconduct.cc @dingstweets codingconduct.cc Thank you.