The document discusses using game mechanics to design serious games. It provides statistics on the widespread popularity of gaming worldwide and defines key terms like gamification, game-based learning, and serious games. Good games are said to have four components: a goal, core dynamics, mechanics, and elements. Game mechanics drive player perception and engagement. Effective mechanics vary interaction, complexity, encourage risk-taking, and use feedback loops. Design principles for serious games include using a simplified subset of the real domain and encouraging active, critical learning through practice and experimentation.
9. $24,271,294,000
China 2016 Video-Game Revenue
$23,459,093,000
U.S. 2016 Video-Game Revenue
Source: Big Fish Games
China and the U.S. are amongst the global leaders in
video game revenue.
10. GAMIFICATION
Application of elements of
game play to a non-game
situation (e.g., points, time,
badging, rewards).
Gamification has motivational
components, not always learning
components.
11. GAME-BASED
LEARNING
A method of learning
that uses games to
enhance the learning
experience with defined
learning outcomes. It
balances subject matter
with gameplay.
12. SERIOUS GAME
A game designed with a
purpose other than
entertainment. Can also
be considered a type of
game-based learning.
“Serious” is generally
used to refer to video or
more complex games
(e.g., LeapFrog, etc.)
13. Deconstruct the fun in any good game,
and it becomes clear that what makes
it enjoyable is the built-in learning
process.
- Jessica Trybus, New Media Institute
14. To progress in a game is to learn.
ENCOURAGE
DISCOVERY
FORCED TO
INTERACT
ACTIVELY
ENGAGED
IMMEDIATE
FEEDBACK
MOTIVATED CONSTANT
DECISION-
MAKING
Games > Gamification
16. GOOD GAMES HAVE FOUR COMPONENTS
Game
Goal
The Game Goal is the win state or the objective of the game.
This is any achievement or activity that ends the game.
22. …it is the mechanics of a game – not
the theme – that make it fun.
- Zichermann and Cunningham
Mechanics drive perception and engagement.
23. RELATIONSHIP
Game Mechanics should
have an appropriate
relationship to the content
and other components of the
game design.
Source: YouTube-Designing Digitally
24. INTERACTION
Vary the length, difficulty, and
completion time of your
interactions or challenges.
Configure interactions or
challenges based on the
actions and behaviors you’re
tracking or looking to change
through the game (i.e.
interactions + relationships).
Source: YouTube-DinerDash
25. COMPLEXITY
Interaction of Game
Mechanics determines the
complexity of the game
and the level of player
interaction in the game.
vs.
Source: (top) Propietary, (bottom) YouTube-Designing Digitally
26. RISK TAKING
Encourage failure – failure
is a good thing. Allow
players to start from the
last saved area when they
fail. This encourages them
to take risks, explore, and
try new things.
27.
28. FEEDBACK LOOPS
Game players rarely
know all the rules.
Game Mechanics should
encourage a player to
explore and learn
through the use of
feedback mechanisms or
feedback loops.
29. FEEDBACK LOOPS
player performs
an action
the action
causes an
effect
the
player
receives
feedback
the player
performs
another
action
using what
they’ve
learned
35. 4 principles of a well-designed game
SUBSET PRINCIPLE
Takes place in a simplified subset
of the real domain. It should omit
unimportant details so that players
can focus on the simulation
aspects relevant to the learning
objective.
ACTIVE, CRITICAL LEARNING
PRINCIPLE
Environment must encourage
active and critical learning. Players
do not “watch” examples, but
rather think, act, and experience
consequences.
PROBING PRINCIPLE
A cycle of doing something,
reflecting on this action, and
forming a hypothesis to re-
experiment (using feedback loops).
PRACTICE PRINCIPLE
Players get a lot of practice in
context (where practice is not
boring). This keeps players
engaged and encourages them to
develop good habits.
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focuson17.com/resources
40. RESOURCES
◇ http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
◇ James Paul Gee, What Video Games Have to Teach Us about Learning and Literacy
◇ https://en.wikipedia.org/wiki/Game_mechanics
◇ http://www.lostgarden.com/2006/10/what-are-game-mechanics.html
◇ https://www.quora.com/How-do-I-define-the-core-mechanics-of-a-game
◇ http://gamedesigntools.blogspot.com/2012/04/core-progressive-game-mechanics.html
◇ https://www.gamedesigning.org/learn/basic-game-mechanics/
◇ Sharon Boller and Karl M. Kapp, Play to Learn: Everything You Need to Know About Designing Effective Learning Games
◇ https://www.learningsolutionsmag.com/articles/1337/gamification-game-based-learning-serious-games-any-
difference
◇ https://www.td.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2011/02/Barriers-to-
Adopting-Games-in-Corporate-Environments
41. VIDEO RESOURCES
◇ Video Links:
◇ Diner Dash: https://www.youtube.com/watch?v=sflKaX8Un98
◇ Designing Digitally:
https://www.youtube.com/watch?v=iT3KOqcgoe4&list=PLP1WrNbxRvD2nCqZN0AeJ3QpKPra4q7T4&index=8
◇ Designing Digitally:
https://www.youtube.com/watch?v=Ef_vAih13pU&index=10&list=PLP1WrNbxRvD173BJCSjBi4tLxfG0qwzY9
◇ Uncharted 4: A Thief’s End: https://www.youtube.com/watch?v=_r3YTwDJoqw <note: graphic scenes>
◇ Super Mario Bros.: https://www.youtube.com/watch?v=KeZCtI0XuwM
Editor's Notes
Introduce Self and Background
Name/Company
Fell into Instructional Design
Management/Strategic Side – Company, locally and nationally
Technology and Media = ID Sweet Spots
Gamer (video games mostly, etc.)
What I am “Not
Not an author
Not a business owner
(just like you)
Overview
Goal: (objective review)
Dynamic: (expectations/win-state/what to do to accomplish goal)
Mechanics (rules/how to achieve the goal)
Elements (visuals, arrangements, themes)
Power of games overall; consumer/gaming industry
Quick hit serious games (vs. game-based?) vs. gamification
Why serious games/game-based learning perform better than gamification
Potential: Hit on how they can impact almost any learning objective
The world’s population stands at about 7.1 billion. (17% of the world’s population are gamers)
Source: https://venturebeat.com/2013/11/25/more-than-1-2-billion-people-are-playing-games/
I perceive Gamification as motivational components, not learning components.
Every good game has a built-in learning process, weather it’s intended that way or not.
We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process.
Why a serious game is more effective than gamification! And why games work so well and can achieve almost any learning objective.
Ludology is the study of games and gaming, especially video games.
Terminology in gaming differs from source to source. Game Mechanics to one designer or developer, could mean something different to another.
This information has been pulled from a wealth of game and educational game resources
All four components must work together!
In this session, we’re primarily focusing on Game Mechanics. Because…
Mechanics drive perception.
Mechanics drive engagement.
**You can have a great game goal, but if you have bad rules (mechanics), the game won’t be engaging.
Don’t just create a rule to create it, connect it to the goal, learning objectives, or behavior you want to change.
Source: Designing Digitally: https://www.youtube.com/watch?v=Ef_vAih13pU&index=10&list=PLP1WrNbxRvD173BJCSjBi4tLxfG0qwzY9
Too difficult, and the game becomes impossible. Too easy, and the game is boring.
Video Source: https://www.youtube.com/watch?v=sflKaX8Un98
Example: Diner Dash
The interactions she takes emulate reality. The interactions start out simple, and enough of a challenge to achieve – but get more complicated as you progress through the levels.
Bottom Video Source: https://www.youtube.com/watch?v=iT3KOqcgoe4&list=PLP1WrNbxRvD2nCqZN0AeJ3QpKPra4q7T4&index=8
Example: Uncharted
Anytime you die, you begin very closely to where you last left out (frequent checkpoints).
(Note: This game is also a great example of Game Elements and use of storytelling in games)
Mario example:
Mario jumps across the mushroom and runs into the piranha plant. Mario dies and play begins again from last checkpoint. When player approaches piranha plant again, player times Mario’s jump to avoid the piranha plant.
There are NO INSTRUCTIONS that explain this at the start of the game!! Learning is achieved through feedback loops!
We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process.
Why a serious game is more effective than gamification! And why games work so well and can achieve almost any learning objective.
The most critical aspect is not the technology, which is the focus of many when thinking about games. Rather, the most critical aspect is the design.
Example: Smoothie Making game for Life Time Fitness (LifeCafe’s) created for $0 in Articulate Storyline (presented last year at Focus On Learning).
Active, Critical Learning Principle – There are little to no instructions or tutorials at the beginning of a well-designed online or video game. You provide the user “just enough” to get started, and let them discover the rest.
Source: James Paul Gee, author of What Video Games Have to Teach Us about Learning and Literacy , describes 36 learning principles that well-designed games embody. http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
GREAT GAMERS MAKE GREAT GAME DESIGNERS – So Play Games to Better Design Games!
Don’t think about how you can create your own game from scratch (this can get overwhelming for beginners or smaller teams).
Think about games you love to play (board games, puzzles, video games, etc.) and play them. As you play, begin to break down what you see in them (themes, goals/game dynamics, rules, mechanics, story, etc.) and bring those components into your next game design.
