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Gameful Design for Learning
The document discusses the concept of gameful design in learning, emphasizing the importance of intrinsic motivation and the effective use of game design elements in educational contexts. It critiques traditional motivational methods, such as reward systems, and proposes a design strategy that focuses on creating engaging challenges and providing feedback to enhance the learning experience. The author draws on various theories of fun and learning, highlighting the necessity for iterative design and testing in developing effective learning activities.
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Gameful Design for Learning
- 1. gameful design for learningSebastianDeterding / @dingstweets Digital Creativity Labs, University of York February 15, 2017 c b
- 2.
- 3. we are all gamedesigners
- 7. old idea: learnenjoyment design from games Malone 1981, Carroll & Thomas 1983, Blythe et al. 2004
- 8. recent surge ofinterest gamification serious games persuasive tech
- 9. gaMification The use ofgame design elements in non-game contexts Deterding et al. 2011
- 10.
- 11.
- 12. the pursuit ofhappiness
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- 18. delicious scalability andanalytics!
- 19. very, very oldwine …
- 20. Gold Stars The singleworst way of motivating learning + frontal teaching The single worst instructional method
- 21. peter f. drucker »Thereis surely nothing quite so useless as doing with great efficiency what should not be done at all.« what executives should remember (2006)
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- 24. <2> what is fun? (babydon’t hurt me)
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- 26. “just a spoonfulof sugar helps the medicine go down” aka fun as additive substance
- 27. some things areinherently fun
- 28. and some thingsare not
- 29. so: add funstuff™to nonfunstuff™ for more fun
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- 32. a resounding failure … Squire 2006,Egenfeldt-Nielsen 2007
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- 34. gaMification The use ofgame design elements in non-game contexts Deterding et al. 2011 … which doesn’t bode well for this
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- 36. “in every jobthat must be done, there is an element of fun” aka fun as emergent systemic quality
- 37. Every activity canbecome fun, interesting
- 38. so how doyou design that?* Deterding et al. 2013 * obligatory visualisation of ephemeral design work with people pointing at post-its
- 39.
- 40. gaMification The use ofgame design elements in non-game contexts Deterding et al. 2011
- 41. gameful design Re-structuring activity toafford intrinsic motivation, using game design as a lens Deterding et al. 2011
- 42. (if you wantto know more) • Conceptual development of requirements from literature • Review of existing methods against requirements • Iterative design-based development and evaluation of method through 19 projects & workshops with teams of 2-6 (n=335)
- 43. guiding questions 1. Whatare the motivating experiences characteristic for gameplay? 2. What game structures afford these experiences? 3. How can we integrate this into design methods for learning?
- 44. raph koster »Fun isjust another word for learning.« a theory of fun for game design (2004) #1
- 45. raph koster »Fun fromgames arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun.« a theory of fun for game design (2004)
- 48. edward deci, richardryan »An understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness.« the what and why of goal pursuit (2000)
- 49. chief source ofgame enjoyment: overcoming challenges Malone 1981, Csikszentmihalyi 1990, Koster 2005, Przybylski, Rigby, & Ryan, 2010, Klimmt & Blake 2012
- 50. intrinsic integration: restructureinherent learnable challenge For ticket, drag red dot through labyrinth Ticket identify a relevant inherent challenge How?
- 51. Level 2 For ticket,drag red dot through labyrinth Ticket
- 55. intrinsic integration: corechallenge = to be learned skill Habgood & Ainsworth 2011, Echeverría et al. 2012
- 57. Mihaly Csikszentmihalyi »Mowing thelawn or waiting in a dentist’s office can become enjoyable provided one restructures the activity by providing goals, rules, and the other elements of enjoyment to be reviewed below.« flow (1990: 51) #2
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- 59. raph koster »Fun isjust another word for learning.« a theory of fun for game design (2004) through interesting challenges
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- 65. = experiences ofcompetence
- 66. formal structure ofgames: skill atoms/loops Cook 2007, cf. Dormans 2012
- 67. http://www.flickr.com/photos/mike52ad/4675696269 How? look at youractivity system as a game atom
- 68. http://www.flickr.com/photos/mike52ad/4675696269 Goals: Intransparent; lackof small steps Challenge: Not adjusted to individual skill Feedback: Slow, demotivating decay instead of building and perceiving progress competence?
- 69. http://www.flickr.com/photos/mike52ad/4675696269 Goals: Little choicein what to do when and how, little connection to personal needs Challenge: Demonstrating proficiency, not inviting exploratory trial and error Feedback: Often controlling, highly serious consequences autonomy?
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- 71. self-paced flow ofstructured mastery goals
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- 75. safe failure &unlimited redoing
- 76. Margaret robertson »Gamification isan inadvertent con. It tricks people into believing that there’s a simple way to imbue their thing ... with the psychological, emotional and social power of a great game.« can’t play, won’t play (2010) #3
- 78. theodore sturgeon »Ninety percentof everything is crud.« sturgeon’s revelation (1958)
- 79. Games are notfun because they are games, but when they are well-designed.
- 80. Rainer Knizia »The lifeblood of game design is testing. ... Why are we playing games? Because it‘s fun. You cannot calculate this. You cannot test this out in an abstract manner. You have to play it.« shift run stop, episode 40 (2010) How?
- 81. iterative experiential prototyping& testing
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- 83. Deterding et al.2011 TO DESIGN FOR GAMEFUL EXPERIENCES … gameful design Re-structuring activity to afford intrinsic motivation, using game design as a lens
- 84. Bruckman 1999 don’t sugarcoatnonfunstuff™
- 85. FIND AN INTERESTINGCHALLENGE
- 86.
- 87. AND playtest anditerate ’TIL YOU GET IT RIGHT
- 88.