Learn the value that learning games can have - and how games link to learning and remembering. Discover the power of playing games to learn how to design games and "high-power" game elements to include.
How to Design Effective Learning Games: Sharon Boller and Karl KappSharon Boller
Slides used during September 2017 ATD Learn workshop facilitated by Sharon Boller & Karl Kapp: "Play to Learn: Effective Learning Game Design"
Includes numerous slides identifying DIY game creation resources, templates, tools for creating learning games.
Maximizing Value of Game-Based SolutionsSharon Boller
Focus on Learning Conference 2017 slides for session on implementation planning for gamified and game-based learning solutions. Session explores what it takes to ensure good ROI for using game-based learning solutions
Not WHEN Games but WHICH Learning GamesSharon Boller
L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games
DevLearn 2017 Play to Learn workshop slidesSharon Boller
Slides from 2017 DevLearn "Play to Learn" workshop that teaches learning game design to corporate instructional designers and training professionals. Presented by Sharon Boller, president of Bottom-Line Performance, in Las Vegas, NV on October 24, 2017. Includes a series of slides that feature a variety of game development tools, such as Construct2, Unity, Unreal, Game Salad, and Knowledge Guru.
In this presentation we introduce the game balance "interesting strategies". It is especially important as games with a single dominant strategy are boring. No strategy must be much better than others and without drawbacks.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
In this presentation we introduce the game balance type 'sustained uncertainty'. Uncertainty is usually understood as related to randomness and difficulty. It is essential to keep the game interesting to the user.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
How to Design Effective Learning Games: Sharon Boller and Karl KappSharon Boller
Slides used during September 2017 ATD Learn workshop facilitated by Sharon Boller & Karl Kapp: "Play to Learn: Effective Learning Game Design"
Includes numerous slides identifying DIY game creation resources, templates, tools for creating learning games.
Maximizing Value of Game-Based SolutionsSharon Boller
Focus on Learning Conference 2017 slides for session on implementation planning for gamified and game-based learning solutions. Session explores what it takes to ensure good ROI for using game-based learning solutions
Not WHEN Games but WHICH Learning GamesSharon Boller
L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games
DevLearn 2017 Play to Learn workshop slidesSharon Boller
Slides from 2017 DevLearn "Play to Learn" workshop that teaches learning game design to corporate instructional designers and training professionals. Presented by Sharon Boller, president of Bottom-Line Performance, in Las Vegas, NV on October 24, 2017. Includes a series of slides that feature a variety of game development tools, such as Construct2, Unity, Unreal, Game Salad, and Knowledge Guru.
In this presentation we introduce the game balance "interesting strategies". It is especially important as games with a single dominant strategy are boring. No strategy must be much better than others and without drawbacks.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
In this presentation we introduce the game balance type 'sustained uncertainty'. Uncertainty is usually understood as related to randomness and difficulty. It is essential to keep the game interesting to the user.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Game Balance 3: Player Equality and FairnessMarc Miquel
In this presentation we introduce the game balance type "player equality and fairness". It is essential so the players do not feel the game is unworthy of playing. All the players must feel they are given the chances to win.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
In this presentation we introduce the concept game balance, its different types, and the most useful methods to study it.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Play to Learn: Learning Games and Gamification that Get ResultsHRDQ-U
Are you a trainer or eLearning designer who wants to use games to engage your learners? While learning games and gamification have the potential to motivate and excite, your efforts can fall flat if not designed properly. To be successful, you need a solid strategy that carefully connects business goals to learning objectives and game mechanics.
Game Balance 3: Player Equality and FairnessMarc Miquel
In this presentation we introduce the game balance type "player equality and fairness". It is essential so the players do not feel the game is unworthy of playing. All the players must feel they are given the chances to win.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
In this presentation we introduce the concept game balance, its different types, and the most useful methods to study it.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Play to Learn: Learning Games and Gamification that Get ResultsHRDQ-U
Are you a trainer or eLearning designer who wants to use games to engage your learners? While learning games and gamification have the potential to motivate and excite, your efforts can fall flat if not designed properly. To be successful, you need a solid strategy that carefully connects business goals to learning objectives and game mechanics.
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
Lessons from the Trenches of Learning Game DesignSharon Boller
Interest in learning games and gamificaton of learning is high. But how do you do a good job of designing great learning games? This session walks you through six "lessons" learned from designing digital learning games.
This booklet outlines important aspects of game design including; controls, mechanics, gameplay (achievements, competition and challenge), learning, immersion, storyline (characters, plot, location), graphics and sound.
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
Iistec 2013 game_design for id_m_broyles_id13333Marie Broyles
Game simulation design and development require instructional designers and game/simulation developers to collaborate. Instructional designers are not typically trained in game or simulation design and development. Designing and developing a simulation or game is not the same as designing and developing for an elearning course. Although there are similar concepts, there is one glaring difference – simulations are three-dimensional environments. It is this element that instructional designers do not have any experience. Creating a Flash animation in an elearning course is not the same as creating a three-dimensional world, where characters must interact, objects manipulated and how the player moves through and interacts with this environment. The result of not understanding 3D simulation design/development is cost overruns, staffing issues, and production delays that result in missing critical milestones.
The Golden Gamers: A 65+ Library Gaming GroupJohn Pappas
"The Golden Gamers" Equitable and Inclusive Gaming Events for the Elderly presented by John Pappas
Tabletop board gaming is a creative, multi-generational, social and fun activity. While there is a broad swatch of recreational activities for the 65+ crowd, generally gaming is left out. Conversations with the Senior Activities Board of the Upper Darby Libraries confirmed this with traditional video games providing an engaging experience but accessibility tends to be a challenge due to physical determinants (carpal tunnel, poor eyesight, arthritis) and experiential (with a large learning curve required for many video games). Tabletop board games provide an experience that is interactive, social, cognitive and engaging. With concerns over Alzheimer's and social isolation, this is an important subject for many seniors. The Primos Library instituted a series of programs "Tabletop Gaming at the Library" (intergenerational, weekly), The Game Designer's Guild (monthly, intergenerational) and the "Golden Gamers" (65+, Monthly-Weekly dependant upon interest) each providing a gaming experience for burgeoning and experienced gamers of any age.
In this talk, Pappas will discuss the initial planning, marketing, collection development and community engagement elements of the series as well as successes and challenges. A large portion of the talk will be on game selection for this age group including issues such as the level of social interaction inherent in the game, types of games, levels of complexity and iconography.
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4. Game 1: Sequence
Game Goal
Align the cards into the specified sequence
within 90 seconds.
Bottom-Line Performance 4
5. 5Bottom-Line Performance
Set up & Rules
• Each row in the room has a 25-card deck.
• Person #1 within a row deals out these 25 cards to every other
person in that row.
• Hand out all cards.
• Make sure cards make it all the way to other end of row.
• This might mean you need to leave two spaces between card holders.
• It may mean you need to give some people two cards.
6. 6Bottom-Line Performance
Set up & Rules
• You have 90 seconds to re-arrange the cards or yourselves so the
words on the cards match the order they appear on your handout/the slide
I’m about to show.
• Discard cards that do not belong.
• For your team to win, Person #1 should hold the first card on the list. The
rest should be held by Persons 2 – 14 in the row. Person #15 should have
all discards. If your row has more than 15 people, not everyone will have
cards.
• Card holders may not talk. Nonverbal cues are allowed.
8. AGAME IS…
• An activity with an explicit goal or challenge
• Rules for players and the system (computer games)
• Interactivity with other players, the game environment
(or both)
• Feedback mechanisms that provides players with
clear cues on how they are performing.
• It results in a quantifiable outcome (you win, you lose,
you hit the target, etc.) and often triggers an emotional
reaction in players.
9. 9Bottom-Line Performance
Turning this into a learning game…
Game Goal
Stay in business and minimize costs. Align
the cards while using the least amount of $$
and time to accomplish the task.
10. 10Bottom-Line Performance
Set up & Rules
• Each row is a business. Your business is working on an essential project.
Each 30 seconds used costs your business $300,000. 30 seconds = 1
month.
• The person in the left-most chair is the project manager.
• Each person in your row contributes $10,000 to this cost.
• Finish the task within 90 seconds and earn a bonus for each team member.
• If you need more time at 90 second mark, the PM must eliminate at least
two jobs.
• If you are not successful within 2 minutes, your company goes bankrupt.
15. 15Bottom-Line Performance
Game 3 (commercial): Timeline
Game Goal
Work collaboratively
within your team to
create the longest
possible correct timeline
w/ the cards you have.
16. 16Bottom-Line Performance
Let’s Get Started
1. Place a card with the date face-up in center of table
where all can see it.
2. Distribute remaining 9 cards date side down to the
people at your table. DO NOT LOOK AT DATES!!!!!!
17. 17Bottom-Line Performance
How to Play
1. As a team, evaluate one card at a time and decide where to place it
onto the timeline. Once placed, turn card face up to reveal the date.
2. If card placement is correct, card remains. If not, discard it. It is no
longer in play.
3. Select another card and repeat the process.
4. As you use additional cards, your team can 1) insert them between
two cards already placed on the timeline; or 2) place the card left or
right of the other cards.
5. Game ends after 5 minutes.
19. 19Bottom-Line Performance
Evaluate Timeline
1. What was the game goal? Was it fun?
2. What was the core dynamic? Was it fun?
3. What were 1-3 mechanics (rules) that stood out? Did they help – or
confuse you?
4. What game elements did you notice?
5. How did you know how you were doing? (What feedback did you
get?)
6. Any ideas you could pull into a learning game?
20. 20Bottom-Line Performance
Q. How do you get started?
1. Play and evaluate games to expand your game design
ideas.
2. Consider all kinds of games: board games, experiential
games, digital games. When you need digital, consider
going outside a rapid authoring tool. “Will the world
collapse if a game doesn’t get tracked in the LMS?”
3. Think cooperative instead of just competitive.
22. Example of re-use…
Knowledge Guru – Sales
to Implementation
Process:
• 4 roles, 28-steps in
process from start of
conversation through
support of product
• GREAT re-use of
concept from Timeline
Bottom-Line Performance 22
23. 23Bottom-Line Performance
Q. How do you get started?
4. Embed within a curriculum; don’t make the GAME =
COURSE.
5. Go beyond points, badges, leaderboards (PBLs); recognize
the power of aesthetics, story, and theme; be more
intentional about game elements you choose.
6. Decrease complexity.
7. Link game elements to real-world job constraints or
challenges when possible.
25. 25Bottom-Line Performance
“Go beyond PBLs”
theknowledgeguru.com/ATDGameDesignGuru/
PBLs are fun…for
awhile. This Guru
games uses them – but
goes beyond them as
well. Check out
ATDGame Design Guru
to see what else we
used.
27. 27Bottom-Line Performance
Choose game elements with more intention
Time Cooperation
Chance
Strategy
Levels
How could you use these?
Work in teams of two: Think about commercial games you play – and how they
use these elements. How do you fit these same elements effectively into a
learning game?
28. 28Bottom-Line Performance
How to use 5 game elements to enhance learning:
• Time – to compress real-world time, to provide element of stress that mimics real-world, to manage
duration of learning experience, to serve as a resource that must be managed (much like it must be
managed in real-world).
• Cooperation – to foster collaboration and teamwork (assets in real-world, to increase and / or maintain
learner engagement, to mimic real-world cooperation required in a job or process
• Strategy – to encourage problem-solving or use of judgment, to force people to manage limited
resources (a frequent real-world constraint)
• Chance – to help “balance” a game so people don’t opt out if they fall too far behind; to mimic real-world
“chance” events such as a person getting sick, someone quitting, a natural disaster, etc., to force people
assess and manage risk.
• Levels – to help balance a game so that different experience levels can play; to allow people to learn via
play by having an easy level precede harder levels, to increase complexity as players gain experience.
30. Thank you for letting me play and
share with you!
Sharon Boller
President
Bottom-Line Performance, Inc.
Sharon@bottomlineperformance.com
@Sharon_Boller (Twitter)
31. 31Bottom-Line Performance
Game 3 (commercial): Spot It
Game Goal
Spot the matches so you
can be the first one to get
rid of all your cards.
32. 32Bottom-Line Performance
Let’s Get Started
1. Place one card face-up in the center of table.
2. Deal remaining cards to players at your
table. Make sure each player has an even #
of cards.
3. Once the dealer says “go,” you each turn up
your first card. Keep your others face down.
4. Compare the card you turned up to the one
that’s face up. Look for a match. There will
always be one.
33. 33Bottom-Line Performance
Spot It
I turn this card up in my personal deck. I see a match
and call it out. I place my card on the face-up card.
Spider!
35. 35Bottom-Line Performance
Evaluate Spot It
1. What was the game goal? Was it fun?
2. What was the core dynamic? Was it fun?
3. What were 1-3 mechanics (rules) that stood out? Did they help – or
confuse you?
4. What game elements did you notice?
5. How did you know how you were doing? (What feedback did you
get?)
6. Any ideas you could pull into a learning game?
36. 36Bottom-Line Performance
Let’s Change It Up
30
60
90
1. Replay Spot It. This time work
cooperatively at your tables to
beat the clock.
2. Deal out the cards, place one
face-up in center. When I say GO,
you have 90 seconds to get rid of
all your cards. Every team that
succeeds wins.