Uploaded byJulie Dirksen
Creating Game-like Engagement for Learning
The document discusses how to create game-like engagement for learning without a large budget by incorporating elements from game design. It argues learning should be structured like games with feedback, levels, and cycles of expertise that transition from conscious to unconscious competence. Games provide frequent, multifaceted feedback through points, collectibles, time tracking and sound/visual reactions that motivate learning in a way similar to Skinnerian principles. The document also notes the brain works differently during familiar routine tasks compared to new learning, and game structures leverage routine learning to reduce cognitive load.
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Creating Game-like Engagement for Learning
- 1. Creating Game-like Engagement forLearning (without a Game Designer’s Budget) Learning Solutions 2010 Julie Dirksen – March 24, 2010 Image via CC license http://www.flickr.com/photos/amagill/3367543094/
- 2. Video Game Stare is available under the Creative Commons Attribution-ShareAlike License
- 3. What’s your budget? - From www.gdmag.com/freeyear Available under the Creative Commons Attribution-ShareAlike License
- 4. Halo 3 Sold8 million copies Take from http://www.bungie.net/images/Games/Halo3/Screenshots/Halo3_Valhalla-3rdperson-01.jpg is available under the Creative Commons Attribution-ShareAlike License
- 5. What games doyou play? • Adventure / Strategy • Role-playing (RPG) • Multiplayer Online Games (MOG/MMOG) • Sports / Racing Arcade • First Person Shooter (FPS) • Casual Games (Puzzle Games, Tetris, etc.) • Simulations is available under the Creative Commons Attribution-ShareAlike License
- 6. What games doyou play? • Platforms – Console games (Xbox, Playstation, Nintendo, Wii) – Online single player games – Online multiplayer games – Other PC or Mac games is available under the Creative Commons Attribution-ShareAlike License
- 7. How many of you are using games for learning now? is available under the Creative Commons Attribution-ShareAlike License
- 8. Is this “educationalgaming?” $100 $100 $100 $100 $100 $200 $200 $200 $200 $200 $300 $300 $300 $300 $300 $400 $400 $400 $400 $400 $500 $500 $500 $500 $500 is available under the Creative Commons Attribution-ShareAlike License
- 9. So what dowe do about it? “It may sound trite, but for us educational games are first and foremost games. Whether a bona-fide contest with logical rules and a winning condition, or a Sim City-style sandbox playtoy, a game experience needs to have certain basic elements to be a meaningful experience for players.” - Eric Zimmerman So, what are those elements? is available under the Creative Commons Attribution-ShareAlike License
- 10. 1 2 3 4 Feedback Structure Attention Tools is available under the Creative Commons Attribution-ShareAlike License
- 11. 1 Feedback is available under the Creative Commons Attribution-ShareAlike License
- 12. Feedback in e-learning: Good Job! You correctly identified Option A as the correct answer. That is correct! is available under the Creative Commons Attribution-ShareAlike License
- 13. Let’s play agame is available under the Creative Commons Attribution-ShareAlike License
- 14. What types ofFeedback did you see? is available under the Creative Commons Attribution-ShareAlike License
- 15. How games dofeedback: Points is available under the Creative Commons Attribution-ShareAlike License
- 16. How games dofeedback: Collecting is available under the Creative Commons Attribution-ShareAlike License
- 17. How games dofeedback: Time is available under the Creative Commons Attribution-ShareAlike License
- 18. How games dofeedback: Sound is available under the Creative Commons Attribution-ShareAlike License
- 19. How games dofeedback: Events / Reactions is available under the Creative Commons Attribution-ShareAlike License
- 20. Feedback Frequency How often do users get feedback in e- Learning? is available under the Creative Commons Attribution-ShareAlike License
- 21. Better than aSkinner Box • Positive Feedback • Negative Feedback • Reward • Punishment is available under the Creative Commons Attribution-ShareAlike License
- 22. • Points can provide greater degree of ambiguity & determine outcomes • Multifaceted feedback (facial expressions, coaching, line graph, thoughts) is available under the Creative Commons Attribution-ShareAlike License
- 23. • Different typesof elements to be collected • Motivational element • Tracking progress • Completion is available under the Creative Commons Attribution-ShareAlike License
- 24. Special Collecting: ThePower-up Power-ups: Improves the abilities of the player is available under the Creative Commons Attribution-ShareAlike License
- 25. What I reallyfind interesting: • Gameify! is available under the Creative Commons Attribution-ShareAlike License
- 26. 2 Structure is available under the Creative Commons Attribution-ShareAlike License
- 27. The boss prizeof e-learning • Familiarization • Comprehension • Conscious Effort • Conscious Action • Proficiency • Unconscious Competence - From Electronic Performance Support Systems by Gloria Gery is available under the Creative Commons Attribution-ShareAlike License
- 28. Cycles of Expertise • Principle: Expertise is formed in any area by repeated cycles of learners practicing skills until they are nearly automatic, then having those skills fail in ways that cause the learners to have to think again and learn anew... • Games: Good games create and support the cycle of expertise...This is, in fact, part of what constitutes good pacing in a game. - James Paul Gee is available under the Creative Commons Attribution-ShareAlike License
- 29. How games dofeedback: Leveling is available under the Creative Commons Attribution-ShareAlike License
- 30. Leveling • If you are not proficient enough, you don’t move on until you are proficient. • Completion = proficiency is available under the Creative Commons Attribution-ShareAlike License
- 31. So, can wejust put more levels into e-Learning? Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 TEST TEST TEST TEST TEST What does this get us? is available under the Creative Commons Attribution-ShareAlike License
- 32. What’s happening inthe brain? is available under the Creative Commons Attribution-ShareAlike License
- 33. What is goingon when you are learning something new? Well, areas like your frontal cortex gets busy. It starts burning a lot of fuel, and fills up pretty quickly. is available under the Creative Commons Attribution-ShareAlike License
- 34. What is goingon when you using a regular pattern you already know? That leverages parts of the brain that can run without a lot of conscious attention. is available under the Creative Commons Attribution-ShareAlike License
- 35. Glucose Metabolic Rateafter several weeks of Tetris Practice is available under the Creative Commons Attribution-ShareAlike License
- 36. How is moste-Learning structured? Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Intro New Info More new Even Yet again Summary Whew Info more new with the ! Info new info is available under the Creative Commons Attribution-ShareAlike License
- 37. How are mostgames structured? Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Some Stuff you Stuff Stuff Stuff Boss new stuff, know you you you Fight pretty plus a bit know, know know, easy more maybe a plus a kicked though little bit more up a faster notch is available under the Creative Commons Attribution-ShareAlike License
- 38. It’s a lotlike flow: Ability Challenge - Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi is available under the Creative Commons Attribution-ShareAlike License
- 39. It also allowsyou to pay attention to what’s different. Whew ! In this model, everything is new and everything is important (so nothing is). is available under the Creative Commons Attribution-ShareAlike License
- 40. It also allowsyou to pay attention to what’s different. Whew ! In this model, the new material is mixed in with existing stuff, so the new material stands out. is available under the Creative Commons Attribution-ShareAlike License
- 41. We all needa rest sometimes: Whew ! If you don’t give people a break, they will take it anyway. Wait, this is Brain important dead, leaking Tuned out out the ears Kind of Uh huh. distracted Okay, I Uh huh... get it is available under the Creative Commons Attribution-ShareAlike License
- 42. Goals, Goals andGoals • Immediate, Short-term and Long-term goals is available under the Creative Commons Attribution-ShareAlike License
- 43. Goals in DinerDash • Immediate Goal – Task / Level • Short-term Goal – Stage • Long-term Goal – Game Completion is available under the Creative Commons Attribution-ShareAlike License
- 44. is available underthe Creative Commons Attribution-ShareAlike License
- 45. is available underthe Creative Commons Attribution-ShareAlike License
- 46. Long-term Goal: Theboss fight When you put all the skills you’ve learned together to beat the BOSS. is available under the Creative Commons Attribution-ShareAlike License
- 47. The boss fight “On the boss fight, you are ready to fail 5-6 times until you get it. If I get a boss on the 1st try, I think it’s too easy.” - MS Hunter is available under the Creative Commons Attribution-ShareAlike License
- 48. • Examples: DialogCoach http://www.dialogcoach.com is available under the Creative Commons Attribution-ShareAlike License
- 49. Leveling • Intermittent goals and overall goal • Variable mastery of levels • Gradual improvement of skills http://www.dialogcoach.com is available under the Creative Commons Attribution-ShareAlike License
- 50. Evaluation is hard: isavailable under the Creative Commons Attribution-ShareAlike License
- 51. What if completionwas enough? is available under the Creative Commons Attribution-ShareAlike License
- 52. 3 Attention is available under the Creative Commons Attribution-ShareAlike License
- 53. Why are brainslike elephants? • Why is our brain like a child riding an elephant? Jonathan Haidt – The Happiness Hypothesis is available under the Creative Commons Attribution-ShareAlike License
- 54. Child = consciousmind / executive function (prefrontal cortex) is available under the Creative Commons Attribution-ShareAlike License
- 55. Elephant = everythingelse is available under the Creative Commons Attribution-ShareAlike License
- 56. Sometimes the elephantis willing is available under the Creative Commons Attribution-ShareAlike License
- 57. Other times... is availableunder the Creative Commons Attribution-ShareAlike License
- 58. So, how doyou train the elephant? is available under the Creative Commons Attribution-ShareAlike License
- 59. What are youusing here? • How many people have had to take the written drivers test lately? Right of Way and Yielding Right-of-way and yielding laws help traffic flow smoothly and safely. They are based on courtesy and common sense. Violation of these laws is a leading cause of traffic crashes. When two vehicles reach an intersection at the same time, and there is no traffic light or signal, the driver of the vehicle on the left must yield to the vehicle on the right. -Minnesota Driver’s Manual • Think about how that feels. is available under the Creative Commons Attribution-ShareAlike License
- 60. Now, how about this? isavailable under the Creative Commons Attribution-ShareAlike License
- 61. If there’s nourgency... Most of the burden is on the executive function (e.g. frontal cortex). is available under the Creative Commons Attribution-ShareAlike License
- 62. Learning without urgency: Relying solely on the executive function is like: Gasp! is available under the Creative Commons Attribution-ShareAlike License
- 63. What happens whenthere is urgency? Mid-brain areas (e.g. limbic system / amygdala are saying: “PAY ATTENTION! This could be important.” is available under the Creative Commons Attribution-ShareAlike License
- 64. Learning with urgency: Learning that engages the whole brain requires much less conscious effort: is available under the Creative Commons Attribution-ShareAlike License
- 65. What makes itwork? • Balanced gameplay – Expectation – Surprise – Reward is available under the Creative Commons Attribution-ShareAlike License
- 66. Good surprises aregood • Pleasant surprises cause a dopamine spike “PAY ATTENTION! If this is good, then you want more. is available under the Creative Commons Attribution-ShareAlike License
- 67. Even bad surprisesare good • Unpleasant surprises cause a dopamine drop. “PAY ATTENTION! This is bad. Avoid in future.” is available under the Creative Commons Attribution-ShareAlike License
- 68. No surprises arebad Hmm. I wonder what I should have for dinner... is available under the Creative Commons Attribution-ShareAlike License
- 69. Games do thiswell Gold Gold Gold Gold Coin Coin Coin Coin Super Platinum Hammer of Death™ that lets you SQUASH evildoers!!! is available under the Creative Commons Attribution-ShareAlike License
- 70. What else? is availableunder the Creative Commons Attribution-ShareAlike License
- 71. Narrative & Character isavailable under the Creative Commons Attribution-ShareAlike License
- 72. is available underthe Creative Commons Attribution-ShareAlike License
- 73. Visual & Sound Effects is availableunder the Creative Commons Attribution-ShareAlike License
- 74. Customization /Personalization is availableunder the Creative Commons Attribution-ShareAlike License
- 75. Competition Leader Boards is available under the Creative Commons Attribution-ShareAlike License
- 76. Now you try! • It’s your turn to try this out… – Points – Leveling – Collecting – Time – Surprise – Reward – Urgency is available under the Creative Commons Attribution-ShareAlike License
- 77. So what’s thecatch? • So this is all great, but what’s the catch? is available under the Creative Commons Attribution-ShareAlike License
- 78. What’s the catch? • Games are good at teaching you how to play games (not necessarily how to actually do things) is available under the Creative Commons Attribution-ShareAlike License
- 79. What’s the catch? Low Fast Budget Easy is available under the Creative Commons Attribution-ShareAlike License
- 80. What’s the catch? Low Fast Budget Easy is available under the Creative Commons Attribution-ShareAlike License
- 81. What’s the catch? Gamers are a self- selecting audience is available under the Creative Commons Attribution-ShareAlike License
- 82. Playtesting is available underthe Creative Commons Attribution-ShareAlike License
- 83. 4 Tools is available under the Creative Commons Attribution-ShareAlike License
- 84. Tool: Rapid e-LearningTools is available under the Creative Commons Attribution-ShareAlike License
- 85. Tool: Quandary is availableunder the Creative Commons Attribution-ShareAlike License
- 86. Tool: Game Shows http://c3softworks.com/products/lms/ is available under the Creative Commons Attribution-ShareAlike License
- 87. Tool: GameSalad (MacOnly) is available under the Creative Commons Attribution-ShareAlike License
- 88. Tool: Thinking Worlds isavailable under the Creative Commons Attribution-ShareAlike License
- 89. Questions? You can also reach me with questions at: • Speakers’ Clinic at 4 PM • Presentation Site: http://www.usablelearning.com/LS2010.html • Blog: http://usablelearning.wordpress.com • Twitter: http://twitter.com/usablelearning • Email: julie@usablelearning.com Thanks to: is available under the Creative Commons Attribution-ShareAlike License
- 90. References • Books – Electronic Performance Support System by Gloria Gery – Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi (A reasonable Wikipedia explanation can be found at http://en.wikipedia.org/wiki/Flow_(psychology) ) – What Video Games Have to Teach Us About Learning and Literacy by James Paul Gee – The Happiness Hypothesis by Jonathan Haidt is available under the Creative Commons Attribution-ShareAlike License
- 91. References • Game Articles: – Learning to Play to Learn - Lessons in Educational Game Design by Nick Fortugno & Eric Zimmerman http://www.ericzimmerman.com/texts/learningtoplay.htm - originally published in Gamasutra http://www.gamasutra.com/features/20050405/zimmerman_01.shtml (Other publications by Eric Zimmerman http://www.ericzimmerman.com/writings.html) – Behavioral Game Design by John Hopson http://www.gamasutra.com/features/20010427/hopson_01.htm – Proof of Learning: Assessment in Serious Games by Sande Chen http://www.gamasutra.com/features/20051019/chen_01.shtml – Learning by Design: Games as Learning Machines by James Paul Gee http://www.gamasutra.com/gdc2004/features/20040324/gee_01.shtml – Your Brain on Video Games by Steven Johnson http://discovermagazine.com/2005/jul/brain-on-video- games/article_print is available under the Creative Commons Attribution-ShareAlike License
- 92. References • General Articles – The Neuroscience of Leadership by David Rock and Jeffrey Schwartz http://www.strategy- business.com/press/freearticle/06207 – The New Science of Change by Christopher Koch http://www.cio.com/archive/091506/change.html – Hijacking the Brain Circuits With a Nickel Slot Machine by Sandra Blakeslee http://select.nytimes.com/search/restricted/article?res=F70A14F7 355B0C7A8DDDAB0894DA404482 (paid access) – Getting past the brain's crap filter Posted by Kathy Sierra on December 22, 2004 on Creating Passionate Users Blog http://headrush.typepad.com/creating_passionate_users/2004/w eek52/index.html is available under the Creative Commons Attribution-ShareAlike License
- 93. References • Egghead stuff – Predictability Modulates Human Brain Response to Reward by Gregory S. Berns, Samuel M. McClure, Giuseppe Pagnoni, and P. Read Montague http://www.ccnl.emory.edu/greg/Koolaid_JN_Print.pdf (Other recent publications by Gregory Berns http://www.ccnl.emory.edu/greg/) – When Things Are Better or Worse than Expected: The Medial Frontal Cortex and the Allocation of Processing Resources http://www.hnl.bcm.tmc.edu/articles/JNeuroScience2006PottsMontague.pdf Geoffrey F. Potts, Laura E. Martin, Philip Burton, and P. Read Montague (Other recent publications by Read Montague http://www.hnl.bcm.tmc.edu/faculty.html) – Reward signaling by dopamine neurons by Wolfram Schultz http://www.biopsychiatry.com/dopaminerev.htm – Recent publications by Jonathan Cohen http://www.csbmb.princeton.edu/ncc/jdc.html – Regional glucose metabolic changes after learning a complex visuospatial/motor task: a positron emission tomographic study by Richard J. Haier, Benjamin V. Siegel Jr., Andrew MacLachlan, Eric Soderling, Stephen Lottenberg and Monte S. Buchsbaum http://www.ncbi.nlm.nih.gov/pubmed/1617405 is available under the Creative Commons Attribution-ShareAlike License
- 94. References • Games – Diner Dash: http://www.shockwave.com/gamelanding/dinerdash.jsp – Driver's Ed Game: http://www.mofunzone.com/online_games/driversed.shtml# – Super Collapse 3: http://www.shockwave.com/gamelanding/collapse3.jsp – Luck Charm Deluxe: http://www.shockwave.com/gamelanding/luckcharm.jsp – Insaniquarium http://www.shockwave.com – Luxor http://www.shockwave.com – Project ALERT: http://www.projectalert.com is available under the Creative Commons Attribution-ShareAlike License