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
Fundamentals of Learning Game Design - ATD CIC 2017Sharon Boller
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
What is a Game Designer (And Why Do You Need One)? - Douglas WhatleySeriousGamesAssoc
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
Fundamentals of Learning Game Design - ATD CIC 2017Sharon Boller
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
What is a Game Designer (And Why Do You Need One)? - Douglas WhatleySeriousGamesAssoc
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
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.
This presentation is basically a manual on how to use the paper Designing Game Feel, A Survey, which is available here: https://arxiv.org/abs/2011.09201
Abstract:
Game feel design is the intentional design of the affective impact of moment-to-moment interaction with games. In this paper we survey academic research and publications by practitioners to give a complete overview of the state of research concerning this aspect of game design. We analysed over 200 sources and categorised their content according to design pur- poses. This resulted in three different domains of intended player experiences: physicality, amplification, and support. In these domains, the act of polishing, which determines game feel, takes the shape of tuning, juicing, and streamlining respectively. Tuning the physicality of game objects creates cohesion, predictability, and the resulting movement informs level design. Juicing is the act of polishing amplification and it results in empowerment and provides clarity of feedback. Streamlining allows a game to act on the intention of the player, supporting the execution of actions in the game. These three design intents are the main means through which designers control minute details of interactivity and inform the player’s reaction. The presented framework and its nuanced vocabulary can lead to an understanding of game feel that is shared between practitioners and researchers as highlighted in the concluding future research section.
Presented at the GDC 2009 Education Summit. It details the game of Bartok and how I use it to illustrate the Mechanics/Dynamics/Aesthetics framework for game design.
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.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
In this workshop, veteran game designer Nicholas Fortugno introduces the core idea of serious game design: using game mechanics and play to communicate, teach, or persuade. The workshop gives a definition of games that provides tools to think about the underlying systems that make them work, and then shows how those systems can be constructed to lead to specific play patterns. Examples are shown from successful serious games of the relationship between the game mechanics and the serious content. Participants then take part in a hands-on analog game design exercise to put these lessons to work by making a prototypes of a game for a pre-selected issue. The goal of the workshop is to give participants direct experience thinking in game design terms and trying to apply game design in an instrumental way. No previous game design experience required.
PARTICIPANTS:
Nick Fortugno, Co-Founder and Chief Creative Officer, Playmatics
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.
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.
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.
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.
This presentation is basically a manual on how to use the paper Designing Game Feel, A Survey, which is available here: https://arxiv.org/abs/2011.09201
Abstract:
Game feel design is the intentional design of the affective impact of moment-to-moment interaction with games. In this paper we survey academic research and publications by practitioners to give a complete overview of the state of research concerning this aspect of game design. We analysed over 200 sources and categorised their content according to design pur- poses. This resulted in three different domains of intended player experiences: physicality, amplification, and support. In these domains, the act of polishing, which determines game feel, takes the shape of tuning, juicing, and streamlining respectively. Tuning the physicality of game objects creates cohesion, predictability, and the resulting movement informs level design. Juicing is the act of polishing amplification and it results in empowerment and provides clarity of feedback. Streamlining allows a game to act on the intention of the player, supporting the execution of actions in the game. These three design intents are the main means through which designers control minute details of interactivity and inform the player’s reaction. The presented framework and its nuanced vocabulary can lead to an understanding of game feel that is shared between practitioners and researchers as highlighted in the concluding future research section.
Presented at the GDC 2009 Education Summit. It details the game of Bartok and how I use it to illustrate the Mechanics/Dynamics/Aesthetics framework for game design.
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.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
In this workshop, veteran game designer Nicholas Fortugno introduces the core idea of serious game design: using game mechanics and play to communicate, teach, or persuade. The workshop gives a definition of games that provides tools to think about the underlying systems that make them work, and then shows how those systems can be constructed to lead to specific play patterns. Examples are shown from successful serious games of the relationship between the game mechanics and the serious content. Participants then take part in a hands-on analog game design exercise to put these lessons to work by making a prototypes of a game for a pre-selected issue. The goal of the workshop is to give participants direct experience thinking in game design terms and trying to apply game design in an instrumental way. No previous game design experience required.
PARTICIPANTS:
Nick Fortugno, Co-Founder and Chief Creative Officer, Playmatics
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.
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.
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.
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.
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.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
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.
Digital Learning Game Design: Lessons from the TrenchesSharon Boller
Learning games - and gamification of learning - are hot trends. What does it REALLY take to produce a learning game, and how do you produce a good one? This presentation outlines 6 lessons learned with links to games that offer examples for the lessons learned.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
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Not WHEN Games but WHICH Learning Games
1. TU 102
Not WHEN Learning Games but
WHICH Learning Games
Sharon Boller, President
Bottom-Line Performance, Inc.
www.bottomlineperformance.com
Twitter: @Sharon_Boller
2. About me….
Game-lover(!), learner,
author, instructional
designer, game designer,
dog-lover and owner,
Mom, wife, cyclist.
Oh…and president,
Bottom-Line Performance.Sharon Boller
9. Bottom-Line Performance 9
• Each row has a 25-card deck.
• Person #1 within a row deals out cards
to every other person in the 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.
Set up and Rules
10. Bottom-Line Performance 10
• You have 2 minutes to re-arrange the cards or yourselves
so the words on the cards match the order they appear on
the slide I’m about to show.
• Discard cards that do not belong.
• 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 ppl,
not everyone will have cards.
• Only the initial noncard holders can talk. Nonverbal cues
are allowed.
Set up and Rules
12. Bottom-Line Performance 12
A game 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.
13. Game Goal
Stay in business and minimize costs.
Align the cards while using the least
amount of $$ and time to accomplish the
task.
Turning this into a learning game…
14. Bottom-Line Performance 14
• 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 2 minutes and earn a bonus for each
team member.
• If you need more time at 2 minutes, the PM must eliminate at
least two jobs.
• If you are not successful within 4 minutes, your company
goes bankrupt.
Rules to Know
16. What’s required to learn and remember
Bottom-Line Performance
16
Motivation Relevant Practice Specific, Timely Feedback
Spacing & Repetition Story Ability to retrieve
Mental
involvement
(aka
“engagement”
Memory
builders
17. How games help learning & remembering
Bottom-Line Performance
17
Motivation and emotion: Game goals, challenges, competition (against time, the
game itself, other teams), reward structures
Relevant practice: Connection between in-game challenge & on-the-job need,
linkage between game rules and real-world constraints and environmental factors,
reward structures that mirror real-world, levels w/in game, game loops
Timely, specific feedback: Consequence of choices on game progress and status,
comparison to performance of other players or game system; “Game loop” itself also
supplies feedback as players experiment with different strategies and observe
results.
Spaced repetition: Levels, replayability
Story: Theme, narrative and characters (Note: not every game has story)
18. So how do you get started designing
them?
It all starts HERE!
19. Social/Party Game: Fibbage
1. Game goal: Score the most points
by being 1) the best liar, and 2) best
able to spot the truth.
2. To get started:
1. Need 8 volunteers to play; 100 people
can join in with personal scoring.
2. Go to jackbox.tv and enter code.
20. 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?
Evaluate Fibbage
21. 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. How do you get started?
5. Embed within a curriculum; don’t make the
GAME = the course.
6. Go beyond points, badges, leaderboards
(PBLs); recognize the power of aesthetics,
story, and theme; be more intentional
about game elements you choose.
7. Decrease complexity.
8. Link game elements to real-world job
constraints or challenges when possible.
23. Make games a part and not the whole
http://bottomlineperformance.com/passwordblaster
24. Go beyond “PBLs” – way beyond
PBLs are fun…for
awhile. This Guru
games does use
them – but goes
beyond them as
well. Check out
ATDGame Design
Guru to see what
else we used.
theknowledgeguru.com/ATDGameDesignGuru/
26. Choose game elements with intention
Time Cooperation
Chance
Strategy
Levels
Think about commercial games you play – and how they use these
elements. How do you fit these same elements EFFECTIVELY into a
learning game?
27. How about these ideas?
• 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.
28. Resource to help you….
https://www.td.org/Publications/Books/Play-to-
Learn
29. Thank you for
letting me play
and share with
you!
Sharon Boller
President
Bottom-Line Performance, Inc.
Sharon@bottomlineperformance.com
@Sharon_Boller (Twitter)