Not everything we tried was successful. In fact, next month I’ll be presenting a paper in the “Hall of Failure” track talking about the many things we did wrong—some of which I’ll talk about today.
But it’s been far from a total failure, or I wouldn’t be willing to talk about it to so many people!http://www.flickr.com/photos/amboo213/4020584983/
The intention was less about pushing them to do things that they wouldn’t otherwise do, and more about recognizing what successful students do, helping new students to discover those activities, and allowing all students to remember and reflect on their accomplishments.
What we wanted to emulate from FourSquare was not the points and the leaderboards, but the aggregation of information about enjoyable activities, both for sharing and for personal recall.
Sebastian, who’s one of the most thoughtful voices in the “gamification” space, has also written some things that heavily influenced us, including this quote. http://gamification-research.org/2011/09/a-quick-buck-by-copy-and-paste/http://gamification-research.org/2011/09/gamification-by-design-response-to-oreilly/So….what feelings of competence did we want to focus on?
(Image by Scott Rigby, from his 2012 GDC presentation “Intrinsic & Extrinsic Player Motivation: Implications fro Design & Player Retention”
Big questions that guided our content development.
Searching for the name of a person you knew (for instance, “Elizabeth Lawley”) didn’t work, because you couldn’t see “real name” unless someone was already your friend.
There’s an old English saying that you can’t make a silk purse out of a sow’s ear; http://www.flickr.com/photos/skrewtape/1334368996/
"You Know You're Going to Fail, Right?": Lessons Learned from Just Press Play
―You know you‘re
going to fail, right?‖
Learning from Design Flaws in Just Press Play
Elizabeth Lawley & Andrew Phelps
RIT MAGIC Center
• Provide students with a clearer sense of their
accomplishments in various areas (academic, social, and
creative) of their college experience, and provide them with
tools to reflect on their range and balance of activities.
• Increase students‘ awareness of activities and opportunities
outside of their academic coursework, from wellness to
collaboration to knowledge of the campus and city, and inspire
them to sample a range of experiences.
• Enable students to maintain and share a record of their
• Provide students with a sense of fantasy, whimsy and playful
abstraction in dealing with the stress and growth associated
with the transformational nature of undergraduate education.
―We are beginning to
see ourselves not just
from the inside, as an
actor doing something
on a daily basis, but
from the outside—
understanding what we
look like to the world
around us and
developing a kind of
– Aram Simmreich
―My point is that the ‗fun‘, the
pleasure of these elements
does not come from some
extrinsic reward value of those
elements, but chiefly from the
experience of competence they
give rise to.‖– Sebastian Deterding