GYSS Innovative Games
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SUTD Game Lab's Approach to Creating Innovative Games
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GYSS Innovative Games
- 1. While waiting… Launch & Play
- 2. Media Kit 2016 http://www.slideshare.net/phaepang/sutdgl-media-kit2016
- 4. A little bit about myself ▪ Game Producer ▪ One Upon Light IGF China 2013 Best Game ▪ USSHHN5 Halloween Mobile Game tie up with Universal Studios Singapore ▪ Assistant Director of Game Lab ▪ Persuasive Games
- 5. What Is The Opposite of Play?
- 6. Human-Focused Design Vs Function-Focused Design ▪ Applying game design elements into non-gaming contexts ▪ Emphasis on Human Motivation
- 7. Gamification Elements ▪ Points ▪ Badges ▪ Leader Boards
- 8. Is that all? A quick visit of game history – Mastery of Human-Focused Design
- 9. What is a Game? A form of COMPETITIVE ACTIVITY or sports played according to RULES An activity that one engages in for AMUSEMENT
- 10. Combining the Definition An activity played according to RULES, be it for AMUSEMENT or COMPETITION
- 11. Core Principles of Game Design
- 12. 1940 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse
- 13. Progression (Frustration) NIMatron won 90% of the time Its defeats were by administrators
- 14. Flow Theory The mental state of operation in which a person performing an activity is fully immersed in its process.
- 15. 1940 1958 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy
- 16. Aesthetic Provide the right representation and accurate focus
- 19. 1940 1958 1978 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy SPACE INVADERS Early success of modern gaming Inspired by Star Wars
- 20. Player Experience A sense of control or the illusion of choice
- 21. 1940 1958 1978 1980 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy SPACE INVADERS Early success of modern gaming Inspired by Star Wars ARMY BATTLEZONE First serious game Bradley Fighting Vehicle
- 22. Realism A believable and relatable experience
- 23. Core Principles of Game Design ▪ Progression ▪ Aesthetic ▪ Player Experience ▪ Realism
- 24. 1940 1958 1978 1980 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy SPACE INVADERS Early success of modern gaming Inspired by Star Wars ARMY BATTLEZONE First serious game Bradley Fighting Vehicle The Era of Great Video Games Real-world to Fantasy Fantasy to Real-world
- 25. 1940 1958 1978 2001 1980 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy SPACE INVADERS Early success of modern gaming Inspired by Star Wars ARMY BATTLEZONE First serious game Bradley Fighting Vehicle OPERATION FLASHPOINT Converted to VBS1 Used by U.S. Marines The Era of Great Video Games Real-world to Fantasy Fantasy to Real-world
- 26. First 3D Military Tactics “Serious” Game Multiplayer Live Communication (Radio) Simulated Scenarios
- 27. 1940 1958 1978 2001 1980 2005 NIM-atron First computer game with “AI” @ New York World’s Fair Westinghouse TENNIS FOR TWO First game with graphical display Real-world to Fantasy SPACE INVADERS Early success of modern gaming Inspired by Star Wars ARMY BATTLEZONE First serious game Bradley Fighting Vehicle OPERATION FLASHPOINT Converted to VBS1 Used by U.S. Marines WORLD OF WARCRAFT Corrupted Blood Glitch Widespread virtual epidemic The Era of Great Video Games Real-world to Fantasy Fantasy to Real-world
- 28. Corrupted Blood (2005) A disease, that once inflicted, causes damage over time to a player and will infect other players at close proximity
- 29. Glitch to Widespread Pandemic Infected in-game pets Teleportation
- 30. Insights into real pandemics “… the incident raised the possibility for valuable scientific content to be gained from this unintentional game error.” Nina Fefferman and Eric Lofgren of the Tufts University School of Medicine, Lancet Infectious Diseases journal (2007)
- 31. Parallels between Real and Fantasy Worlds “…similar to the role of air travel in the rapid global spread of severe acute respiratory syndrome (SARS)” Professor Ran Balicer, Director of Ben-Gurion University & Clalit Research Institute
- 32. The Human Factors “What made Corrupted Blood so interesting was the way players responded providing an insight into the psychological response to plague that most computer models can never hope to capture.” http://uk.reuters.com/article/2009/04/27/us-flu-virtual-idUKTRE53Q4HI20090427
- 34. Octalysis: A Gamification Framework Chou, Yu-kai (13 May 2015). Actionable Gamification: Beyond Points, Badges and Leaderboards
- 35. Let’s Play 15 Mins
- 36. What did you learn? Felt like you gained any insights?
- 37. What brought you enjoyment? Was it fun? What kept you immersed in the play experience?
- 38. Octalysis: A Gamification Framework Chou, Yu-kai (13 May 2015). Actionable Gamification: Beyond Points, Badges and Leaderboards
- 39. Octalysis Motivational Drives ▪ Epic Meaning & Calling ▪ Development & Accomplishment ▪ Empowerment of Creativity & Feedback ▪ Ownership & Possession ▪ Social Influence & Relatedness ▪ Scarcity & Impatience ▪ Unpredictability & Curiosity ▪ Loss & Avoidance
- 40. Octalysis of Farmville • Extrinsic Motivation • Players are motivated by rewards, goals, milestones, points, recognition • Negative Motivation • Players are actively engaged based on uncertainty and fear • Players lack control of their own actions
- 41. Advanced Types of Gamification ▪ Education + Simulation ▪ Simulation + Engagement Raise Awareness Improve Lives or Adoption
- 42. Again It’s Play-time! SPENT 15 minutes As you play, consider the Intrinsic Vs Extrinsic Motivations: • What did you learn? • What made you enjoy the game?
- 43. #1 Extrinsic vs Intrinsic Which is better?
- 44. Both are important! Extrinsic Short term motivation >> Short term retention Intrinsic Mid to Long term motivation >> Long term retention
- 45. Both are important! Extrinsic Short term motivation >> Short term retention Intrinsic Mid to Long term motivation >> Long term retention
- 47. A tool to shape your gamification idea ▪ Determine its feasibility ▪ See if the various game design thinking and elements can be applied
- 48. What is the issue? What I want the game to achieve? Identify your Problem Statement
- 49. Players Consideration ▪ Who are you targeting?
- 50. Behaviour Considerations ▪ What behaviours are we expecting to modify? ▪ What behaviours do we want to improve? ▪ Examples: ▪ Taking precaution, i.e. move important items to higher ground, during a flood ▪ Change our perception of marginalised population
- 51. Influencing Behaviours ▪ List down objective and expected behaviour(s) ▪ Simplify the process of what needs to be taught ▪ Emphasize contents (mechanics) for subconscious learning ▪ Experience cause and effect
- 52. Octalysis Motivational Drives ▪ Epic Meaning & Calling ▪ Development & Accomplishment ▪ Empowerment of Creativity & Feedback ▪ Ownership & Possession ▪ Social Influence & Relatedness ▪ Scarcity & Impatience ▪ Unpredictability & Curiosity ▪ Loss & Avoidance
- 53. #2 Genre What type of games suit my audience and my objective?
- 54. A genre defines what actions and/or interactions your audience take In turn, it helps to streamline how you would like to “gamify”
- 55. When player’s actions or interactions is defined You are shaping the behaviours that are expected of them
- 56. Genre affects your audience’s reach All these while, we assume that the target audience plays all kinds of genre What if you factor the % that each genre can reach out to?
- 58. Platform Considerations ▪ Which platform is my target audience comfortable with? ▪ Is it widely available? ▪ How does it affect my mechanics? ▪ Controller ▪ Touchscreen ▪ Mouse & Keyboard
- 59. Mechanic Considerations ▪ How can we simplify the mechanics such that players understand? ▪ How can we create progression for the mechanics? ▪ Examples: ▪ Monitor your spending habits to stretch your dollar ▪ Flood effects outside your home – how do you cope?
- 60. Dynamic Considerations ▪ How (un)realistic should our dynamics be? ▪ What dynamics work best for players for their game progression? ▪ Examples: ▪ Lethality / Destruction ▪ Reward / Productivity
- 61. Aesthetic Considerations ▪ What do you want players to experience? ▪ How to have them remain engaged? ▪ Examples: ▪ Kindness! Strength! ▪ Difficulty! Self Discovery!
- 62. Do read up about MDA ▪ Mechanic ▪ Dynamic ▪ Aesthetic
- 63. #3 Real versus Realistic How games influence behaviours?
- 65. How to take a game seriously? Interesting question!
- 66. Game facilitates subconscious learning Our Subconscious Mind
- 67. Game as a Tool ▪ Engage ▪ Educate ▪ Simulate Escape from Reality A safe environment Understand Behaviours
- 68. Possible Types of Gamification ▪ MOTIVATION & RETENTION ▪ TRAINING ▪ BEHAVIOUR MODIFICATION ▪ AWARENESS & EMPATHY ▪ IMPROVE LIVES & ADOPTION
- 69. Four Stages of Competence ▪ Unconscious Incompetence ▪ Conscious Incompetence ▪ Conscious Competence ▪ Unconscious Competence
- 70. Resistance Unconscious Incompetence ▪ Individual does not understand or know how to do something ▪ Doesn’t recognize his/her lacking Conscious Incompetence ▪ Individual does not understand or know how to do something ▪ Does recognize his/her lacking
- 71. Resistance Unconscious Incompetence ▪ Individual does not understand or know how to do something ▪ Doesn’t recognize his/her lacking Conscious Incompetence ▪ Individual does not understand or know how to do something ▪ Does recognize his/her lacking ENGAGE
- 72. Learn through Experience Conscious Incompetence ▪ Individual does not understand or know how to do something ▪ Does recognize his/her lacking Conscious Competence ▪ Individual understands or knows how to do something
- 73. Learn through Experience Conscious Incompetence ▪ Individual does not understand or know how to do something ▪ Does recognize his/her lacking Conscious Competence ▪ Individual understands or knows how to do something EDUCATE
- 74. Practice makes Perfect Conscious Competence ▪ Individual understands or knows how to do something Unconscious Competence ▪ Individual has had so much practice, it becomes “second nature”
- 75. Practice makes Perfect Conscious Competence ▪ Individual understands or knows how to do something Unconscious Competence ▪ Individual has had so much practice, it becomes “second nature” SIMULATE
- 76. Subconsciously… Certain cognitive processes become natural Decisions are automatic
Editor's Notes
- Independent Festival Games China
- Personal Belief: Opposite of Play was Work, until I watched a TedX vid which highlighted that the Opposite of Play is NOT Work – but Depression. When I delved deeper: Even those who have a natural appreciation and temperament for the benefits of play see play and work as separate. Scientific data shows that playful ways of work lead to more creative, adaptable workers and teams. A researcher, Marian Diamond, in her Response of the Brain to Enrichment work describes how “enriched” (read playful) environments powerfully shape the cerebral cortex – the area of the brain where the highest cognitive processing takes place.
- NOT a new idea - product designers use extrinsic motivators: points, badges & leader boards to gamify serious/repetitive tasks http://www.designatededitor.com/sxsw-gamification-octalysis/ Gamification via Octalysis
- The past 5 years, we have successfully extracted several EXTRINSIC motivators of gaming into gamification. Unfortunately, we’ve stopped short there and haven’t progressed much since then.
- Game developers constantly remember that players have feelings, insecurities and reasons for why they want/do not want to do certain things; therefore the game (experience) is optimized for their feelings, motivations and engagement.
- First, let’s do a quick visit to what game is and its history.
- First, let’s do a quick visit to what game is and its history.
- There are many principles but most games do not deviate from the following cores that I will highlight. I will also share some game history that shaped these principles
- Progression = path (beginning > end) player takes Game of Nim – turning off the lights; aim: to be the last player to turn off the final light
- By simulating simplified real-world systems – Bradley Fighting Vehicle
- Between 1940 to 2000, we have been bringing real-world experience into the Fantasy world
- VBS1: Virtual Battlefield Systems 1: military simulator
- Used for Iraq War training
- The end boss, Hakkar the Soulflayer cast a spell called Corrupted Blood on players.
- Spell only intended to last seconds, function within the area, soon spread across the virtual world Players did what they could to avoid infection
- Conditions & reactions of the event attracted the attention of epidemiologists for its implications of how human populations could react to a real-world epidemic. The Corrupted Blood incident was described as a fascinating yet accidental case study of modeling disease origins and control. They compared it to a real-life epidemic: it originated in a remote, uninhabited region was carried by travelers to larger regions hosts were both human and animal, comparing it to the avian flu it was passed through close contact people, in this case non-playable characters, who could contract it but were asymptomatic
- Drawing parallels between real and fantasy world Player responses varied but resembled real-world behaviors. Some characters with healing abilities volunteered their services, some lower-level characters who could not help would direct people away from infected areas, some characters would flee to uninfected areas, and some characters attempted to spread the disease to others. Players in the game reacted to the disease as if there was real risk to their well-being The major towns and cities were abandoned by the population as panic set in and players rushed to evacuate to the relative safety of the countryside, leaving urban areas filled to the brim with corpses, and the city streets literally white with the bones of the dead
- One aspect of the epidemic that was not considered by epidemiologists in their models was curiosity, describing how players would rush into infected areas to witness the infection and then rush out. This was paralleled to real-world behavior, specifically with how journalists would rush toward a problem to cover it, and then rush back out
- Human Focused Design, Function Focused Design
- This framework categorizes gamification design elements into 8 core drives to differentiate various types of motivation
- This framework categorizes gamification design elements into 8 core drives to differentiate various types of motivation Left Side: Associated with Extrinsic Motivation (rewards, money, goals, milestones, badges, points, recognition) Right Side: Drives Associated with Intrinsic Motivation (internal factors – creativity & feeling appreciated; activity is own reward) Top core are what Chou deemed the White Hat Gamification drives – Positive Motivations Involves motivations that engage the user on expressing creativity & achievement through skill mastery > resulting in higher sense of accomplishment Lower Core: Black Hat Gamification – motives that drive active engagement based on uncertainty & gear; nurture negative emotions due to the lack of control (gatcha; rolette)
- Meaning – ‘Special’mission / chose to take action Development – Challenge > Skill mastery Creativity – Creative problem solving, Feedback Ownership Social elements – competition, envy, mentorship, social acceptance, companionship Drive to want something – extremely rare, exclusive, immediately unattainable Constantly being engaged (unpredictable) Avoidance of something negative happening
- Use their experience playing Spent to discuss the 8 Drives Purpose for Gamification
- What are some intrinsic motivators we can activate? Think back on Spent – empowerment (creative ways to optimise your earnings for the month); meaning
- Meaning – ‘Special’mission / chose to take action Development – Challenge > Skill mastery Creativity – Creative problem solving, Feedback Ownership Social elements – competition, envy, mentorship, social acceptance, companionship Drive to want something – extremely rare, exclusive, immediately unattainable Constantly being engaged (unpredictable) Avoidance of something negative happening
- What does action and interaction reminds you of? Dynamics and behaviours
- These genre survey is taken for console games. There are also other genres and % for mobile games.
- Deployment
- Rule-based systems
- What kind of decisions you have to make
- Let us consider the example of driving a car. When you first learn to drive, your focus is directed to your car’s gear and clutch. You concentrate on the entire process. You notice every bump, every pothole and every obstacle. As you become skilled, your subconscious mind registers your actions and you drive without making conscious effort. You automatically avoid obstacles, change gears automatically while performing other actions at the same time such as listening to music, or talking on the phone. As your proficiency increases, the driving process becomes natural and your decisions are automatic. Gamification is in its nascent stage As the world saturates itself with digital content, we need to move beyond extrinsic motivations Intrinsic motivation is the challenge