Action Mapping for Learning Games NZGDC 2017
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This talk presents models to underpin a game with clear learning objectives that support the creation of engaging game elements. The action mapping model for e-learning design focuses on actions rather than knowledge or information. It is therefore incredibly useful as a foundation to design meaningful but engaging game activities that achieve learning. We will explain how to use the model to create a map of clear learning goals that can be a constant go-to while you design and develop your educational game. Participants will leave with a framework to design a game using action mapping to ensure alignment of game elements to learning outcomes. As presented by Rich Durham and Miranda Verswijvelen at New Zealand Game Developer's Conference 2017
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Action Mapping for Learning Games NZGDC 2017
- 1. Modelling games for learning with action mapping
- 2. Who are we Miranda Verswijvelen Learning Designer miranda@learningworlddesign.co.nz @learningworlddesign Richard Durham Learning / Games Designer richdurham@gmail.com @richdurham
- 4. Good games for learning require both game design and instructional design
- 5. Marczewski, A. (2015). Game Thinking. Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design (1st ed., pp. 15). CreateSpace Independent Publishing Platform.
- 7. "all games are learning" Dungeons and Dragons; gamechangerorlando.org
- 8. We are here for the learning design part
- 9. Action Mapping a design model from the elearning world
- 10. Traditional thoughts for learning design
- 12. What’s the ‘job’ the game needs to do? Help people learn. solve problems
- 13. Business example of action mapping for e-learning Noel Leeming wants to sell more Samsung phones. 15% more Samsung phones by next quarter. identify customer need Link customer needs to phone feature Essential info phone features that support the action Emphasize phone feature Ask correct questions
- 14. It resembles a game design map
- 15. It gives your game that solid instructional base to build on and return to while designing
- 16. Game - for - Learning Learning Outcomes GAME DESIGN MechanicsNarrative Aesthetic Technolog y Measurable change
- 18. Coffee cart owner Tina is going away on holiday. She’s hired her niece Amy to run the cart in her absence, but has to teach her everything before she goes. Let’s design the training. YOUR TASK - ACTION MAP IT! ● Write a measurable goal ● What are the behaviours and skills to reach this goal? ● What is essential info supporting each of those behaviours/skills? Your turn - Coffee
- 19. Diner Dash!!
- 21. How do action maps work for a game? Let’s reverse-map a known game ...
- 22. Your turn - RISK ● Write the measurable goal for Risk ● What are the behaviours (choices) and skills to reach this goal? ● What is essential info supporting each of those choices/skills? YOUR TASK - ACTION MAP IT!
- 24. Fly baby birds! 1. Disaster Go Bags 2. Kiwifruit sorting
- 25. Audience Thousands of seasonal workers, often with very limited English Learning outcomes ● Know all the possible defects ● Know which defect is ‘bad kiwifruit’, which is Grade 2, and which is Grade 1. ● Know what to do with each type: bin (bad), put aside (grade 2) or let go on conveyor belt (grade1) Current solution - not working ● All graders get a presentation of the defects ● Posters with pictures of defects on packhouse walls ● Proficiency testing: a box of 150 carefully selected kiwifruit. Time limit. Explain your choices. ● Urgency: Zespri does spot checks with risk of high fines and stopping trucks for penalty time. Kiwifruit grading in packhouse
- 26. Disaster Getaway Bag Audience NZ families with young children, or school children learning about disaster preparedness Design requirements: 1. Budget for a card game, only 2. Very light, fun, stands on its own as a game. 3. Reinforce concepts of including proper equipment in your kit. 4. That disaster can happen unexpectedly so we should always be ready to respond. Disasters should be related to the Pacific region. Outcomes and key messages: ● Be able to assemble kits with appropriate supplies. An incomplete kit is better than no kit. ● Families take the time to assemble kit before a disaster hits. Always be ready ● Pack intelligently. There is limited space in your backpack ○ (Opportunity to discuss choices, both good and bad)
- 29. Wrap up
- 30. ~ fin ~
- 31. Resources for you Stanford Design Thinking Playbook: https://dschool.stanford.edu/resources/gear-up-how-to-kick-off-a-crash-course Design thinking workshop video https://www.youtube.com/watch?v=-FzFk3E5nxM Magic Bullet of Evaluating Games https://www.slideshare.net/becker/magic-bullet-edcnie2012 https://www.slideshare.net/becker/evaluating-educational-games-a-magic-bullet https://www.slideshare.net/becker/yet-another-magic-bullet-a-tool-for- assessing-and-evaluating-learning-potential-in-games-1436057