This document discusses how educators can design games for learning. It begins by defining what makes something a game, noting they usually have goals, rules, feedback, and voluntary participation. It then discusses four categories of games and learning: games in education, repurposing non-educational games, gameful learning which takes inspiration from good games, and game-based learning which designs games for specific learning goals. The document emphasizes how games keep people engaged through constant feedback, challenges at an appropriate level, collaboration, and flow. It suggests educators can apply these principles when creating their own educational simulations.

1. EDUCATORS AS GAME
DESIGNERS
Dr. Bernard Bull
@BernardBull
Bernard.Bull@cuw.edu

2. What is a Game?

3. What is a Game?
"When you strip away the genre differences
and the technological complexities, all games
share four defining traits: a goal, rules, a
feedback system, and voluntary
participation.“
– Jane McGonigal

5. A friend and the
flight simulator

6. “...how many educators are able
to keep the undivided attention of
5th graders multiple hours straight
without a break...and yet video
games manage to do so...”

7. Four Distinct Categories
• Games in Education
• Repurposing non-educational games for educational purposes
• Gameful Learning
• Taking inspiration from “how good games function
• Gamification
• Using game features in non-game environments
• Game-based Learning
• Designing games that are intended to achieve one or more learning goals

8. Four Distinct Categories
• Games in Education - Minecraft
• Repurposing non-educational games for educational purposes
• Gameful Learning
• Taking inspiration from “how good games function - Gradecraft
• Gamification
• Using game features in non-game environments - Fitbit
• Game-based Learning
• Designing games that are intended to achieve one or more learning goals
- Politicraft

9. • Constant Feedback in Easy to Understand Formats
• It Doesn’t Choose the Goals forYou
• It Suggests Goals By Rewarding Certain Accomplishments
• It Doesn’tTellYou How to Step,When to Step, orWhere to Step
• The Online System Facilitates User-generated Interest Groups
• The Online System Has a Built-in Space for Journaling

10. Why does Fitbit work?

11. What are the game features that make
Angry Birds engaging?

12. • Set a Clear Goal and Expect 100% Mastery
• Reward Reaching the Goal with a New Challenge
• Allow an Unlimited Number of Attempts
• Provide the Player/Learner with the Flexibility of Reaching the Same Goal
• Provide FeedbackThat Goes Beyond SimplyWhether or NotYourAchieved the Baseline Goal at Using
Different Strategies
• Blend Repetition with Novelty &Variety
• Engage Multiple Senses
• Scaffold the Challenges, but Provide Easy Stages for Review
• Performance on the Original Baseline Goal Is ConstantThroughout the Game
• You Can Replay Any PastTheme

13. Why do games
keep people so
engaged?

14. Games and Learning
• Learning by doing
• Learning by thinking and strategizing
• Learning by collaborating
• Learning by establishing shared values
• Learning by persistent engagement
• Learning by experiencing…being immersed in a role, being bound to the rules and values
of an environment (situated learning!)

15. Mihály Csíkszentmihályi - Flow
1. Clear goals
2. High concentration on a limited area
3. Losing yourself in the activity
4. Lose track of time
5. Direct and immediate feedback
Csíkszentmihályi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper.

16. Mihály Csíkszentmihályi - Flow
6. Not too hard and not too easy
7. Sense that, “I am in control of the situation.”
8. Intrinsically rewarding
9. Don’t notice bodily needs
10. Absorbed and fully focused on a specific activity
Csíkszentmihályi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper.

17. Technology is Optional
• Mock court room
• Play the role of scientists studying the local wetlands and giving a report to the town board
• Newspaper staff serving different roles that help them learn about photography, editing,
writing, etc.

18. What if I want to
create my own
educational
simulation?

20. Killers hit
people with
them.
Diamonds are
always seeking
treasure.
Explorers dig
around for
information.
Socializers
empathize with
other players.
Richard Bartle (1996), "Hearts, Clubs, Diamonds, Spades: Players Who suit MUDs," http://www.mud.co.uk/richard/hcds.htm
What Type of Gamer are You? - http://www.neowin.net/forum/topic/792082-bartle-gamer-psychology-quiz-what-kind-of-gamer-are-you/

21. Gamified Learning Questions for
Educators
1. How can I make the learning pleasantly frustrating?
2. What if I gave quests and challenges instead of assignments?
3. What if I created a plan for constant and frequent feedback apart from grading?
4. What if I gave experience points, badges or titles to recognize achievement?
5. What if I rewarded success with a more difficult challenge?
6. What if I rewarded risk-taking, creativity, experimentation and strategic thinking?
7. What if I gave the learner/player the ability to customize the learning experience to match their needs,
preferences and style?
8. What if I require the learner/player to take constant action?
9. What if I expected learners to preform their way to competence?
10. What if I aimed for flow?

22. The Future
1. Video games / simulations will have a significant impact upon learning in the next 5
years that will be verified by hard data.
2. Games and simulations will transform learning in the next 10-15 years.
3. Institutions prepared to develop and use these simulations will have an edge.
4. There will be need to teach with, develop, and learn from these games and simulations.

23. “Our whole life is solving puzzles.”
-Erno Rubik

24. EDUCATORS AS GAME
DESIGNERS
Dr. Bernard Bull
@BernardBull
Bernard.Bull@cuw.edu