First Seminar about game design and game development: introduction to formal elements of the games, different game genres based on their mechanics and some concepts about gamification
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.
Disempowerment Fantasies: How taking power away from players can create bette...Valentina Tamer
I've held this talk at Intel® Buzz Workshop Berlin 2018, on February 2nd 2018. The slides were designed as a visual supplement and summary of my talk. If you are interested in this subject matter, feel free to contact me.
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Video games have often been regarded as power fantasies. Yet many releases contradict this assumption and center gameplay around powerlessness, like the survival horror genre. This talk seeks to deconstruct the role of power in video games, analyze the various mechanics of disempowerment and suggest how actively taking power from the player may serve as a tool for making better games.
All This Game Cloning? What To Do Now?Talat Fakhri
There is a lot of brouhaha about game cloning. How can we escape its harmful effect? Is it really that harmful? What is the way forward?
You can find a description here: <b>http://pikplay.com/2012/07/all-this-game-cloning-what-to-do-now</b>
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.
Disempowerment Fantasies: How taking power away from players can create bette...Valentina Tamer
I've held this talk at Intel® Buzz Workshop Berlin 2018, on February 2nd 2018. The slides were designed as a visual supplement and summary of my talk. If you are interested in this subject matter, feel free to contact me.
-
Video games have often been regarded as power fantasies. Yet many releases contradict this assumption and center gameplay around powerlessness, like the survival horror genre. This talk seeks to deconstruct the role of power in video games, analyze the various mechanics of disempowerment and suggest how actively taking power from the player may serve as a tool for making better games.
All This Game Cloning? What To Do Now?Talat Fakhri
There is a lot of brouhaha about game cloning. How can we escape its harmful effect? Is it really that harmful? What is the way forward?
You can find a description here: <b>http://pikplay.com/2012/07/all-this-game-cloning-what-to-do-now</b>
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.
Player Characteristics and Video Game PreferencesGustavo Tondello
The Games User Research literature has advanced considerably on understanding why people play games and what different types of games or mechanics they prefer. However, what has been less studied is how models of player preferences explain their game choices. In this study, we address this question by analyzing data about the games that participants enjoy, their player trait scores, and their preferred game elements and playing styles. The results provide evidence that these scores can significantly explain participants’ preferences for different games. Additionally, we provide information about the characteristics of players who enjoy each game. This work was presented at CHI PLAY 2019.
Introduzione alla realizzazione di videogiochi - MeccanichePier Luca Lanzi
Slide del corso "Introduzione alla realizzazione di videogiochi" tenuto per gli studenti delle scuole superiori presso la sede di Cremona del Politecnico di Milano.
Masterclass in Self-Publishing by Nicholas Lovell (part 2)Inner Ear
At Interactive Scotland's Digital 2011 conference in Glasgow, Nicholas Lovell from Games Brief presented a workshop about self-publishing computer games, which has relevance for all digital media content creators. This is part one of three.
Meeple centred design - Board Game AccessibilityMichael Heron
Delivered at the UK Games Expo on Friday 1st of June, 2018 . In this seminar, Dr Michael Heron and Pauline Belford of Meeple Like Us discuss the topic of board game accessibility and why support for people with disabilities within the tabletop gaming community is important - not just for its own sake, but for all of us.
Pages referenced here:
Meeple Like Us: http://meeplelikeus.co.uk
The Game Accessibility Guidelines: http://gameaccessibilityguidelines.com/
Eighteen Months of Meeple Like Us:
http://meeplelikeus.co.uk/eighteen-months-of-meeple-like-us-an-exploration-into-the-state-of-board-game-accessibility/
Meeple Centred Design: http://meeplelikeus.co.uk/meeple-centred-design-a-heuristic-toolkit-for-evaluating-the-accessibility-of-tabletop-games/
Videogame Design and Programming - 03 The Structure of GamesPier Luca Lanzi
Lecture for the Videogame Design and Programming course for the MSc Engineering of Computing Systems (Laurea Magistrale in Ingegneria Informatica) - Politecnico di Milano.
Prof. Pier Luca Lanzi
Dipartimento di Elettronica, Informazione, e Bioingegneria
Course Webpage:
http://www.polimigamecollective.org
Course Facebook Page:
https://www.facebook.com/polimigamecollective
Videogame Design and Programming - 04 ConceptualizationPier Luca Lanzi
Lecture for the Videogame Design and Programming course for the MSc Engineering of Computing Systems (Laurea Magistrale in Ingegneria Informatica) - Politecnico di Milano.
Prof. Pier Luca Lanzi
Dipartimento di Elettronica, Informazione, e Bioingegneria
Course Webpage:
http://www.polimigamecollective.org
Course Facebook Page:
https://www.facebook.com/polimigamecollective
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.
Player Characteristics and Video Game PreferencesGustavo Tondello
The Games User Research literature has advanced considerably on understanding why people play games and what different types of games or mechanics they prefer. However, what has been less studied is how models of player preferences explain their game choices. In this study, we address this question by analyzing data about the games that participants enjoy, their player trait scores, and their preferred game elements and playing styles. The results provide evidence that these scores can significantly explain participants’ preferences for different games. Additionally, we provide information about the characteristics of players who enjoy each game. This work was presented at CHI PLAY 2019.
Introduzione alla realizzazione di videogiochi - MeccanichePier Luca Lanzi
Slide del corso "Introduzione alla realizzazione di videogiochi" tenuto per gli studenti delle scuole superiori presso la sede di Cremona del Politecnico di Milano.
Masterclass in Self-Publishing by Nicholas Lovell (part 2)Inner Ear
At Interactive Scotland's Digital 2011 conference in Glasgow, Nicholas Lovell from Games Brief presented a workshop about self-publishing computer games, which has relevance for all digital media content creators. This is part one of three.
Meeple centred design - Board Game AccessibilityMichael Heron
Delivered at the UK Games Expo on Friday 1st of June, 2018 . In this seminar, Dr Michael Heron and Pauline Belford of Meeple Like Us discuss the topic of board game accessibility and why support for people with disabilities within the tabletop gaming community is important - not just for its own sake, but for all of us.
Pages referenced here:
Meeple Like Us: http://meeplelikeus.co.uk
The Game Accessibility Guidelines: http://gameaccessibilityguidelines.com/
Eighteen Months of Meeple Like Us:
http://meeplelikeus.co.uk/eighteen-months-of-meeple-like-us-an-exploration-into-the-state-of-board-game-accessibility/
Meeple Centred Design: http://meeplelikeus.co.uk/meeple-centred-design-a-heuristic-toolkit-for-evaluating-the-accessibility-of-tabletop-games/
Videogame Design and Programming - 03 The Structure of GamesPier Luca Lanzi
Lecture for the Videogame Design and Programming course for the MSc Engineering of Computing Systems (Laurea Magistrale in Ingegneria Informatica) - Politecnico di Milano.
Prof. Pier Luca Lanzi
Dipartimento di Elettronica, Informazione, e Bioingegneria
Course Webpage:
http://www.polimigamecollective.org
Course Facebook Page:
https://www.facebook.com/polimigamecollective
Videogame Design and Programming - 04 ConceptualizationPier Luca Lanzi
Lecture for the Videogame Design and Programming course for the MSc Engineering of Computing Systems (Laurea Magistrale in Ingegneria Informatica) - Politecnico di Milano.
Prof. Pier Luca Lanzi
Dipartimento di Elettronica, Informazione, e Bioingegneria
Course Webpage:
http://www.polimigamecollective.org
Course Facebook Page:
https://www.facebook.com/polimigamecollective
For more information, visit: www.adriancrook.com
There are many reasons to opt for the Free-To-Play monetization model. At the forefront is that Free-to-Play games are generating more money than premium sales at nearly a 10-1 margin.
It is not just the big AAA productions that can succeed. With an average of 15,000,000 Steam Players online at any given time and 90 million console gamers in the US alone, strictly considering a mobile publishing avenue severely limits your audience reach. In addition, plenty of these platforms are doing their best to embrace the F2P evolution in gaming.
A+C has 10 years and over 130 clients worth of freemium experience. From increased monetization to retention and virality, we have delivered for clients such as LEGO, Pokemon, Electronic Arts, Zynga and many more.
This is a presentation we gave at Gameplay Space in Montreal recently, to a room full of indie developers.
Contact us at www.adriancrook.com today.
Gamification: A New Way to Influence BehaviorAndy Petroski
9/17/13 IABC Harrisburg presentation
Many slides thanks to Charles Palmer (http://www.slideshare.net/charlespalmerhu)
Gamification is the concept of applying game techniques to non-game environments. It emerged from customer loyalty programs based primarily on number of purchases.
In the past few years, marketers have expanded upon early customer loyalty programs and applied techniques from games (like story, levels, competition, leaderboards, challenges, etc.) to increase customer engagement, loyalty and, ultimately, purchases & satisfaction.
Unlike basic marketing techniques that depended on purchase frequency or amount to trigger rewards, gamification is often a more frequent reward system with ongoing rewards coming in the form of what is traditionally gameplay feedback.
Beyond marketing, gamification is being used to motivate learners in education and impact behavior change in healthcare.
The gaming industry is huge, and it can keep its audience consumed for hours, days and even weeks. Presentation shows how it all started, some best and worst practices and main principles of gamification.
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.
Introduction to html5 game programming with ImpactJsLuca Galli
A brief introduction to HTML5 Game Development that describes and use ImpactJs, one of the most famous and complete frameworks for HTML5 Games, mostly for learning purposes. The benefits of HTML5 Games are described, along with the importance of using a Framework and describing in details the ImpactJs Game Engine (no code provided, since it's proprietary). Two different games are coded on the fly during the lesson, while providing tips and suggestions. The Reference, Bibliography and Resources section provide useful pointers for beginners.
Matching Game Mechanics and Human Computation Tasks in Games with a PurposeLuca Galli
Presentation held at ACM Workshop on Serious Games at ACM Multimedia 2014 to introduce techniques that can be used to match Human Computation Tasks to Game Mechanics.
The development process of a traditional digital game is described to put the basis on which the development of GWAP can be described. The concept of Human Computation Task is provided along with the most common multimedia refinement tasks that can be found in literature and everyday scenarios. Finally game mechanics that could be matched to particular task instances are shown, along with examples. The entire process has been applied to a real Game with a Purpose scenario.
Introduction to Games with a Purpose design and PlaytestingLuca Galli
Presentation held at 6th Qualinet General Assembly to introduce the current status of research related to Games with a Purpose, with notes regarding the QoE in Gwaps
In today’s gaming world, the word “Achievements”, even if rooted in the gaming history, has become extremely popular. The spread of broadband connections and the introduction of multiplayer interactions as core components of a videogame have brought to life to a number of social platforms like Xbox Live!, Playstation Network, Steam and Kongregate, in which the players can track their progress along different game titles and compete among each others. Unfortunately, even if such platforms share similar features, the way in which they manage the aspects of user profiling and statistic tracking is different, leaving the architectural and development aspects of an achievement system tied to the implementation of each vendor. This paper provides an insight on Achievements, their purposes and the way in which they have evolved. A taxonomy of possible achievements is shown along with a set of guidelines to be followed when developing them. Finally a model that can be used to describe all the existing systems is introduced in order to try to put the basis for an open platform capable of integrating existing gaming communities.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
4. WHAT IS PLAY?
Autonomy: play is a voluntary activity.
Safety: during play there are radically reduced serious
consequences in what we do
Exploration: the possibility to experiment and try out new
things
Mastery: the will to improve one’s own skills
5. GAMES VS PLAY
Games are distinguished from play
– Play is free-form
– Games are rule-based
A game is a closed, formal system that
· Engages players in structured conflict and
· Resolves its uncertainty in an unequal
outcome.
Fullerton, T.; Swain, C. & Hoffman, S.
Game Design Workshop: A playcentric approach
to creating innovative games, 2008
13. 2 - OBJECTIVES: EXAMPLES
Solution: solve a problem or puzzle before (or
more accurately) than the competition or
following certain constraints
Connect Four, Milton Bradley,
1974
Professor Layton and the
Miracle Mask, Level-5, 2011
14. 2 - OBJECTIVES: EXAMPLES
Alignment: arrange game objects in a spatial or
conceptual configuration
Tetris, Alexey Pajitnov, 1984 Puzzle Bobble, Taito
Corporation, 1994
15. 3 – MECHANICS (PROCEDURES)
“Game mechanics are
methods invoked by
agents, designed for
interaction with the game
state.” – M. Sicart
http://gamestudies.org/080
2/articles/sicart
16. 3 – MECHANICS: EXAMPLE
Starting action: Choose a player
to go first. Each player chooses a color:
red or yellow.
Progression of action: On each
turn, a player drops one colored
checker down any of the slots in
the top of the grid.
Resolving actions: The play alternates
until one of the players gets four
checkers of one color in a row. The row
can be horizontal, vertical, or diagonal.
Connect Four
17. 4 - RULES
• Define Objects
• Restrict Actions
• Determine Effects (ECA rules)
Chess: A player cannot move her king into check.
Poker: A straight is five consecutively ranked
cards; a straight flush is five consecutively ranked
cards of the same suit.
WarCraft II: To create knight units, a player must have
upgraded to a keep and built a stable.
18. 5 - RESOURCES
Resources: valuable objects that can help the players to achieve
their goals but are scarce in the system.
Lives: number of “trials” that can be attempted to reach a goal
Units: multiple objects that has to be managed instead of lives
Health: represent the status of loss or near loss of lives and units
Points: numerical value that represents a measure of the skill and
progression of a player
Actions: number of possible distinct choices that a player can
make within a defined timeframe
Power-ups: object that gives a boost to the player
Items: used by the player to accomplish an objective, made
scarce by the system
Turns: the number of game phases within which a player must
accomplish the objectives
Time: restricts player actions or phases in periods of time.
19. 5 – RESOURCES: EXAMPLE
Card Hunter, Blue Manchu Pty Ltd, TBR
Time
Points
Actions
CardHunter
20. 6 - CONFLICTS
Conflicts: emerges from the players trying to
accomplish the goals of the game within its rules and
boundaries, since procedures and rules tend to deter
players from accomplishing goals directly or make
players work against each other.
The most common conflicts are generated by:
Obstacles, objects or rules that limit the freedom of
the players
Opponents, since they are usually trying to achieve an
objective faster than us
Meaningful Choices, players have to make choices
that will influence the outcome of the game
21. 7 - BOUNDARIES
Boundaries are what
separate the game from
everything that is not the
game and defines the
physical or virtual scopes
in which the game is
performed.
Example: Football would
not be the same game if
the boundaries of the
football field were not
defined.
22. 8 - OUTCOME
Unpredictable!
The unpredictability
should derive from three
different sources:
• Player Choices
• Complex Rules
• Elements of Chance
23. FORMAL ELEMENTS
• Formal elements are the elements that ALL games share and
constitute their backbone
• You, as a developer, should explore beyond the basic
elements of play and explore new forms of interactivity,
mechanics and aesthetics
• Nonetheless it is still important to understand the
fundamental role of formal elements in every system that we
call “A Game”
• We will dig further into details in the upcoming lessons :)
29. GENRES AND MECHANICS
A comprehensive table describing the relationships between the major game
mechanics and how they define different genres is provided on the website of the
course.
Nonetheless games can be divided in two broad families, sometimes they can also
be mixed together:
GAMES OF EMERGENCE
GAMES OF PROGRESSION
We will focus on games of EMERGENCE in this course, even though some
elements of progressions are often needed.
30. ENGAGING PLAYERS
• The formal elements provide structure to the experience of
games, but what gives these elements meaning for the
players?
• What makes one game capture the imagination of players and
another one fail completely?
• What allows players to emotionally connect with a game?
• The sense of engagement comes from different things for
different players, and not all the games require elaborate
means to create it
31. ENGAGING THE PLAYER
• Challenge
The conflict challenges the player and create tension
as well as creates varying level of achievement or
frustration
Increasing the challenge as the game goes on increase
the tension, but too much challenge causes frustration
• Premise
Overarching premise gives context to the
formal elements and creates engagement
Diablo’s premise sees the character in a dark and gothic
world menaced by the threat of the rise of a terrible
demon called Diablo
32. ENGAGING THE PLAYER
• Characters
Agents through which stories are
told with whom players can empathize
• Story
Some games engage players emotionally
by using the power of the story within or
surrounding their formal elements
• How stories can be integrated?
• How much story is too much? Or too little?
• Should the gameplay change the story?
Final Fantasy VII Playable Characters
Lost Odyssey
33. GAMIFICATION
“The use of game design techniques and game
mechanics to enhance non-game contexts”
S. Deterding, M. Sicart, L. Nacke, K. O’Hara, and D. Dixon,
“Gamification. Using game-design elements in non-gaming contexts”
Sebastian Deterding Miguel Sicart
34. ENGAGEMENT STRATEGY
Core activity must be already engaging for the user.
Gamification involves defining clear and definitive objectives
that last even past the gaming experience, and are either set
by, or negotiated between the user and the game along with a
progressive path of short and intermediate goals leading to it.
Onboarding
Retention
Virality
Social Dimensions
Additional Mechanics
35. POINTS
Points or Player Scores are a numerical value that represents a
measure of the skill of a player.
•External display of progression
• Immediate and lasting feedback
• May determine the win state
•Connection between progress in the game and rewards
Galli, L., Fraternali, P. “Achievement
Systems Explained“ SGSC2012,
Singapore
Werbach, K. & Hunter, D.
For the Win: How Game Thinking
Can Revolutionize Your Business
Wharton Digital Press, 2012
36. LEADERBOARDS
A Leaderboard is an ordered list of players based on the scores
they have obtained in a specific game or system.
• Relates the performance of a player to the others
• Fosters competition and participation
• Risky: May be demotivating.
Galli, L., Fraternali, P. “Achievement
Systems Explained“ SGSC2012,
Singapore
Werbach, K. & Hunter, D.
For the Win: How Game Thinking
Can Revolutionize Your Business
Wharton Digital Press, 2012
37. ACHIEVEMENTS AND BADGES
37
An Achievement is a set of tasks, defined by a designer, for the
player to fulfill so to achieve a milestone and track the progress
in a system.
A Badge is an artifact associated to the completion of an
achievement and given to a player after its completion, or, in
gaming terms, after “unlocking the achievement”.
• Define goals
• Onboarding tool
• Visual markers for reputation,
• Provide lasting rewards
Galli, L., Fraternali, P. “Achievement
Systems Explained“ SGSC2012,
Singapore
38. THIS IS JUST A GLIMPSE OF
WHAT GAMIFICATION IS...
40. A CLASSIC EXAMPLE:
Just how bad is Big Rigs:
Over the Road Racing?
It's as bad as your
mind will allow you to
comprehend.
41. CONCLUSIONS
•Play is a universal need
•Games and videogames are entertaining and
controlled means to satisfy it
•We can accomplish astonishing results...
•...if we design a good and tailored gaming experience
•Technological improvements cannot fix a gameplay
mined by bad design choices