Definitions/concepts for Gamification Dynamics, Mechanics and Instructional Design elements

2. Gamification Dynamics, Mechanics
and Instructional Design Elements
Regina Nelson
February 2017
A common language for an
instructional design discussion

3. Gamification - deconstruction of a game into
component parts (dynamics, mechanics and
elements) which can be used in the instructional
design process to promote student interaction
and engagement in learning
Gamification dynamics - the ideological
constructs that together form the structure of a
game or game environment

4. Gamification mechanics - components of games
that engage players and motivate forward
movement to an eventual conclusion
Gamification design elements – derived from th
essence of gamification dynamics and mechanics,
there are the actual concepts and elements that
can be applied to a lesson, course or curriculum
with the goal to increase student engagement

5. The development of the constructs and components that
comprise my hierarchy of gamification dynamics,
components and instructional design elements evolved
from the work of several gamification
researchers/authors:
 Kevin Werbach - The Wharton School, University of
Pennsylvania
 Karl Kapp – Bloomsburg University
 Neil B. Niman – University of New Hampshire
Foundation

6.  Emotions are a driving part of gamification. When considering
how emotions drive engagement with games, it is important to
realize that people are interacting with the system and people
are unique. What may frustrate one player may be the force
that excites the competitive spirit in another player.
 Narrative refers to the storyline that threads its way through a
game. Most games have some type of story or theme that
frames how a user interacts with the game. The narrative can
capture interest and promote engagement.
 Relationships consider the social interactions that occur when
games are played. These interactions often generate feelings of
camaraderie, altruism and status. Even when playing a game
alone, users may interact with virtual characters that are either
human-driven or machine-driven.
Dynamics

7.  Learning outcomes are statements about the achievements
that players/learners should make as a result of engaging with
an experience
 Learning environment is the physical and virtual space in which
learning occurs; there may be a temporal component to the
environment
 Choice architecture is evident when a designer provides tools
that supports multiple levels of autonomy or agency on the part
of the learner.
 Relative comparison opportunities allow learners to assess
individual progress on their own previous performance or the
achievements of others
Dynamics

8.  Intelligent risk combines several aspects of games. Games
require active effort towards a resolution, but there is rarely a
straightforward path. As games become more complex,
strategic effort is required to overcome obstacles. Players must
determine how much of a risk or setback they are willing to
take to continue forward progression. Intelligent risk is a
construct that implies that the goal must be challenging enough
to provide an obstacle worth tackling, but not so challenging
that success and forward progress is halted or even too long
delayed.
Dynamics

9.  Resource acquisition gives players an opportunity to obtain
useful or collectible items
 Challenges are the key motivators that create the need for new
information that a learner/player must seek out to solve a
problem or provide an answer
 Goals provide the measurable outcomes that create the
framework for forward progression
 Rewards should recognize achievement by providing some
payoff, benefit or celebration for forward progress
 Rules provide the guidelines for play
Mechanics

10.  Competition requires a win state; a win over either
environment, obstacles or opponents
 Cooperation requires players to work together to achieve a
mutually desired goal; this is typically the social component of
an experience
 Interactivity encompasses the transactions that occur between
players, intermediaries, the content or the system
 Pacing incorporates the scaffold elements that move students
forward when intrinsic motivation does not
 Randomness is the serendipity of games that allow that
unexpected happenings can lead to unexpected outcomes
Mechanics

11.  Achievements – defined objectives
 Badges – visual representations of achievements
 Boss Fights – especially hard challenges at culmination of level
 Collections – sets of items or badges to accumulate
 Content unlocking – aspects available only when players reach
objectives
 Gifting – opportunities to share resources with others
 Leaderboards – visual displays of player progress and
achievement
Gamification Design Elements

12.  Levels – defined steps in player progression
 Points – numerical representations of achievement
 Quests – predefined challenges with objectives and rewards
 Teams – defined groups of players working together for a
common goal
 Bonus – reward after completing a series of challenges
 Health – feedback that provides information on progress
toward achievement
Gamification Design Elements

13.  Multiple paths – multiple ways to approach a goal or objective
 Epic win – achievement that players had no idea was possible,
but is awesome
 Guided exploration – exploration of a task in a systematic,
planned way
 Win state – objectives that make one player or group the
winner
Gamification Design Elements

14. Regina Nelson
nelsonreg@uwplatt.edu
For more information