The document outlines the agenda for a workshop on gamification in learning design environments, detailing learning outcomes and activities scheduled from April 28 to May 2, 2014. It introduces concepts of learning design, challenges in implementing effective design practices, and strategies for applying gamification to enhance user engagement. Participants will engage in activities including analyzing design scenarios and creating gamification concepts for an integrated learning design environment.

1. Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
1 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
Workshop
Gamification of
Learning Design Environments
Michael Derntl, Milos Kravcik, Ralf Klamma
RWTH Aachen University, Advanced Community Information Systems (ACIS)
Jonathan Chacón, Davinia Hernández-Leo
Universitat Pompeu Fabra, Interactive Technologies Group (GTI)
10th Joint European Summer School on
Technology Enhanced Learning (JTEL 2014)
April 28 – May 2, 2014
Mellieha, Malta
This work has been funded with support from the European Commission. This presentation reflects
the views only of the authors, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.

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Workshop Learning Outcomes
 Upon completion of this workshop you will be able to
– Explain concept and issues of learning design
– Reflect on the learning design life cycle and barriers
– Explain concept and process of gamification
– Apply gamification to a non-game problem context
– Present and reflect on your work
– Provide constructive feedback to peers

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Agenda
 Monday
– Input on learning design, Integrated Learning Design
Environment (ILDE), learning design scenarios
– Reflection on personal learning design experiences
– Input on gamification, game elements, gamification strategy
– Task: Gamify ILDE
– Discussion
 Thursday
– Task: Gamify ILDE, continued
– Presentations of gamification concepts
– Investments (best concept will be featured on METIS
newsletter & GALA website)
– Conclusion

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LEARNING DESIGN
ENVIRONMENTS

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The Necessity of Design
Author
ImplementConceptualize
Magic

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Learning Design
 Structural perspective:
– A learning design is a reusable representation (abstraction) of
a concrete learning opportunity
– It arranges teaching methods, assessment, content and other
elements of a learning environment (e.g. tools)
– Sometimes also called “unit of learning” (UoL); can refer to a
course, a workshop, a lesson, …
 Process perspective:
– Learning design is the process of creating learning designs; it
is performed by the learning designer
 Separation of
– Design time: abstract description, sometimes machine
readable
– Run time: instantiation with particular people and tools

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Learning Design Ecosystem
 Learning design as a discipline is supported by
– Frameworks and methodologies to guide the learning
designer – e.g. design patterns, BLESS model, ILDE
– Representations and languages to describe learning designs
both visually and textually – e.g. Course Map, coUML, IMS
Learning Design, …
– Repositories and services to host, share, co-create learning
designs for reuse – e.g. Integrated Learning Design
Environment (ILDE), Open ICOPER Content Space (OICS),
LAMS Central
– Tools implementing one or more of the above, e.g.
CompendiumLD, WebCollage, LAMS, OpenGLM, …
 for a detailed listing see http://ld-grid.org/resources

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Example:
Role-Play Represented in OpenGLM
 Role play is a dramatized case-study
 Idea: Members of a group act out roles
surrounding a situation, condition, or
circumstance to make different
perspectives on the issue visible
 (One possible) design representation:
Activity sequence:
Roles:

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Learning Design Cycle

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Learning Design Cycle

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Task
 Reflect on your own learning design practice and
the learning design culture at your institution
 Example questions to ask: How are you/they
designing your courses? Why are you/they doing it
this way? What tools are you using? What could be
improved? …
 Write up your thoughts on the post-it notes;
organize your reflections by distinguishing
conceptualization, authoring, and implementation
 Time: 10 Minutes

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Integrated Learning Design
Environment (ILDE)
https://www.youtube.com/watch?v=yZ4hQudEmDs

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ILDE Scenarios (1)
 Design Cycle
– Analyze context (audience of the design, setting, constraints,
pre-requisites, etc.)
– Conceptualize macro-designs (learning goals, main activities,
etc.)
– Author detailed designs (activities, resources, tools)
– Reuse existing designs
– Implement designs in VLEs
 Sharing
– Share for (others’) awareness
– Share for reuse
– Share for co-creation

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ILDE Scenarios (2)
 Commenting
– Document reflections after implementation
– Provide formative comments on (other) designs
 Exploration
– Explore designs to be aware of colleagues’ activities
– Explore the reuse history of a design
– Explore implementations of designs
– Exploring designs from other institutions
 Challenges regarding the scenarios:
– Scenarios are typically deemed highly desirable
– Scenarios are not typically happening at the institutions for various
reasons (lack of motivation, time, interest, etc.)
– How can we overcome this engagement gap? …

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GAMIFICATION

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Gamification
 Gamification is the use of
game design elements in non-
game contexts
 Objective may vary depending
on application context
– e.g. in business, politics, social
networks, health, …
– Typically intends to achieve some
change in “user” behavior
 Example? Frequent flyer
program
– Objective in non-game context:
increase customer loyalty
– Design elements: points, levels,
badges, rewards, progression,
challenges, etc.
 Note: Gamification ≠
Serious Games ≠
Game Based Learning
WHOLE PART
GAME
PLAY
(Serious)
Games
Gameful
Design
(Gamification)
Toys Playful Design
(Deterding et al 2011)

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Game Elements Pyramid for
Gamification
Based on Kevin Werbach’s Gamification Course, 2014
Dynamics
Big-picture aspects;
“grammar”
Mechanics
Processes that drive
action forward;
“verbs”
Components
Specific instantiations of
mechanics and dynamics;
“nouns”
Emotions,
Constraints,
Narrative,
Progression,
Relationships, …
Challenges, Chance,
Competition, Cooperation,
Feedback, Resource Acquisition,
Rewards, Transactions, Turns,
Win States, …
Achievements, Avatars, Badges, Boss Fights,
Collections, Combat, Content Unlocking,
Gifting (Charity), Leaderboards, Levels, Points,
Quests, Social Graph, Teams, Virtual Goods, …
(See the “Gamification Handout”)

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Example: Badges
 A badge represents an
achievement
– e.g. various check-in
achievements on Foursquare
 Often combined with points
(= feedback, win states,
progression) and
leaderboards
(=competition)
Mozilla Open Badges – standard
to recognize and verify learning
Image Source: https://blog.mozilla.org/blog/2013/03/14/open_badges/

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Example: Foursquare
Leaderboard
Achievements
Badges
Points, Feedback,
Resource Acq.
Challenge
Feedback
Collections

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Gamification Strategy
Werbach’s Gamification Design Framework
1. Define business objectives
2. Delineate target behaviors
3. Describe the players
4. Devise activity loops
5. Don‘t forget the fun
6. Deploy the appropriate tools
Based on Kevin Werbach’s Gamification Course, 2014

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Gamification Strategy (1)
1. Define the objectives
– List and rank objectives
– Eliminate means to ends (e.g. collecting badges is a
means, not an objective)
– Justify objectives
2. Delineate target behaviors
– Specific things that you want users to do, e.g. take more
weekend flights to Berlin
– Success metrics (“win states”)
– Analytics for measuring the path towards win states (e.g.
DAU/MAU, virality, activity volume)
Based on Kevin Werbach’s Gamification Course, 2014

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Gamification Strategy (2)
3. Describe the players
– Characterize players
– Think how they will respond to gamification structures
– Example typography (Bartle’s MUD player types [1])
PLAYERS WORLD
ACTING
INTERACTING
Killers Achievers
Socializers Explorers
Based on Kevin Werbach’s Gamification Course, 2014
[1] Bartle, R. (1996) Hearts, Clubs,
Diamonds, Spades: Players Who Suit
MUDs. Journal of MUD Research 1(1)

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Gamification Strategy (3)
3. Devise activity loops
– Engagement loops
(individual):
Motivation > Action >
Feedback > …
– Progression loops
(overall):
Stepwise progression
from start (current
state) to end
(objectives met)
– Ideal player journey:
challenge and skill
level co-evolve
Image © Andrzej Marczewski -- http://gamified.co.uk/2012/11/30/flow-and-satisfaction/Based on Kevin Werbach’s Gamification Course, 2014

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Gamification Strategy (4)
 Don’t forget the fun
– Think whether your gamified
system involves fun and
engaging activities
 Deploy appropriate tools
– Deploy the appropriate game
elements
– Check whether the tools are
aligned with previous steps
Dynamics
Big-picture aspects;
“grammar”
Mechanics
Processes that drive action
forward; “verbs”
Components
Specific instantiations of
mechanics and dynamics; “nouns”
http://youtu.be/SByymar3bds
Based on Kevin Werbach’s Gamification Course, 2014

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INTERACTIVE EXERCISE

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Task: Gamify ILDE
 Today:
– Get ILDE account at http://ilde.upf.edu
– Team up, and appoint team leader
– Explore ILDE and select one or more ILDE scenarios to
gamify – help: ILDE handouts
– Produce gamification concept for ILDE
– Use the presented Gamification Strategy – help: Gamification Handout
– Create visual mockups based on ILDE GUI – help: ILDE handouts
– Create presentation slides for your concept
– Pitch the concept
– Investment game
– Invest your play money in presented concepts
– Top concepts get featured on GALA blog and METIS newsletter

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Output:
Gamification Concept Presentation
 Objectives (1 slide)
– Which section of ILDE you want to gamify (e.g. user profiles,
sharing, resuing, …)
– Refer to the relevant ILDE scenario(s) presented before
 Target behaviors (1 slide)
– What you want the ILDE users to do on the affected ILDE
section(s)
– If multiple user roles are affected, describe those
 Gamification concept (n slides)
– Use the pyramid on the handout to identify a set of game
elements that help to achieve the defined objectives & target
behaviors
– Create mockups how the gamified ILDE sections include those
game elements

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Reminder: ILDE Scenarios
 Design Cycle
– Analyze context
– Conceptualize designs
– Author detailed designs
– Reuse existing designs
– Implement in VLE
 Sharing
– Share for awareness
– Share for reuse
– Share for co-creation
 Commenting
– Document reflections
– Provide formative
comments
 Exploration
– Explore designs to be aware
– Explore the reuse history
– Explore implementations
– Exploring other institutions

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Reminder: Game Elements Pyramid
Dynamics
Big-picture aspects;
“grammar”
Mechanics
Processes that drive
action forward;
“verbs”
Components
Specific instantiations of
mechanics and dynamics;
“nouns”
Emotions,
Constraints,
Narrative,
Progression,
Relationships, …
Challenges, Chance,
Competition, Cooperation,
Feedback, Resource Acquisition,
Rewards, Transactions, Turns,
Win States, …
Achievements, Avatars, Badges, Boss Fights,
Collections, Combat, Content Unlocking,
Gifting (Charity), Leaderboards, Levels, Points,
Quests, Social Graph, Teams, Virtual Goods, …
(See the “Gamification Handout”)Based on Kevin Werbach’s Gamification Course, 2014

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Help:
User Interface Mockups
 A mockup is a visual sketch of the user interface
 How to create mockups?
– Draw with pen on paper, take a picture, include in presentation
– Use an online tool, e.g. Balsamiq

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Reminder:
Some ILDE Pages in Dire Need

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Who created, to who can edit, who can view Last modification

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Number of revisions
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Groups of
LdShakers

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INVESTMENT GAME

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Determining the Top Concepts
 Each of you gets play money to invest
 The workshop chairs also have play money
 There is a rich angel investor in the room
 Each envelope is the bank account for a gamification
concept
 Distribute your play money over the envelopes

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Investment Results
These top concepts will be featured
on the GALA blog and on METIS news:
1. Maltaplayer raised $3500
2. Zoo raised $3100