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![Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
“The Gamification of Learning and Instruction.”
It needs to be challenging.](https://image.slidesharecdn.com/capturingdragonsolderss-170111020517/75/TH504-Stop-Thinking-Like-an-Instructional-Designer-Start-Thinking-Like-a-Game-Designer-32-2048.jpg)
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TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a Game Designer
The document outlines strategies for designing engaging educational games, illustrated through the hypothetical creation of a dragon-capturing game called 'dragónmon go.' Key principles discussed include starting with action, fostering curiosity, creating challenges, allowing for 'mock' risks, and enabling player choices. The author emphasizes the importance of these elements in enhancing learner engagement and cognitive gains compared to traditional instruction.
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Similar to TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a Game Designer
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a Game Designer
- 1. Capture the DragonGame: Think Like a Game Designer By Karl M. Kapp Professor , Bloomsburg University Author: Gamification of Learning and Instruction Twitter:@kkapp TK 2017 Thu, Jan 12 | 4:45 PM - 5:45 PM | Forum 14-16
- 2. Related Resources… For consultingor workshops karlkapp@gmail.com LinkedIn Learning Course: Gamification of LearningYouTube Video Web Site:www.karlkapp.com Books
- 3.
- 4.
- 6. You are agame designer at SuperGame Corporation which has hit some hard times lately.
- 7. It’s Friday 4:59PM you and your colleague have only one thing on your mind.
- 8. Suddenly, your bosscalls you and your colleague into her office. Ito and Jasmine come into my office.
- 9.
- 10. Look, someone wants usto create a game about capturing dragons.It appears to be a craze or something.
- 11.
- 12. You are competinginternally for the project. Winning team earns the right to work on the project.
- 13.
- 14. Each team willbe confronted with a series of questions. The team that correctly answers the most questions wins the work.
- 15. What about theother team?
- 16. Losers are assignedto the game “watching paint dry.”
- 17. Wow, I heardabout that project, its almost as fun as… never mind. Dragon Capturing is much better.
- 18. Get it together. Nowlet’s hear about the dragon capturing game.
- 19. First decision aboutthis dragon capturing game is how to start the game. What should the player’s first in-game experience be?
- 20. You have twochoices: Tell the player three things they need to know about capturing dragons. or Begin with by having the player start capturing dragons right away.
- 21. Why does thisanswer make sense? Not Sure?
- 22. Good game designersknow that games are engaging because they require action right away. Action draws in the player and encourages further engagement. Start by capturing a dragon.
- 23. Too often instructionaldesign is about the content and not about the actions that need to occur. Game Design is about action.
- 24. Research indicates thatlearners who used interactive games for learning had greater cognitive gains over learners provided with traditional classroom training. Vogel, J. J., Vogel D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and Interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.
- 25. Ok, next decision. Providea map with the location of all the dragons. or Create a sense of mystery and curiosity concerning the location of dragons.
- 26. It is alwaysa good idea to build curiosity and mystery into a game. Reveal locations of dragons throughout the course of the player’s journey. Check out my notebook on this subject.
- 29. A sense ofsuspense, mystery and intrigue draws people into games and can draw them into learning as well.
- 30.
- 31. OK, what dowe decide next, should we: Make the game easy so we don’t discourage the players. or Make the game challenging, knowing some players will fail the first few times.
- 32. Jones, B., Valdez,G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.” It needs to be challenging.
- 33. Look! Good gamesgive players a set of challenging problems and let them solve those problems until they can do it automatically. Then those same games throw a new class of problem at the players requiring them to re- think, their now—taken for granted—mastery. They must learn something new and integrate into their old mastery.
- 34.
- 35. Actually, my goodfriend James Paul Gee said those words, I’m quoting him.
- 36. Always good tocite sources!
- 37. Also, keep inmind things that are too easy or too difficult will not pique a learner’s interest because they lead to boredom or frustration. Research has shown that challenge is correlated with both intrinsic motivation and motivation related to the desire to seek competence and self confidence. White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
- 38. In fact, givethem the Kobayashi Maru of challenges.
- 39.
- 40. Well, the nextdecision, should we: Put the player at risk, they could die at any moment. or Let the player safely explore the environment.
- 41. Seriously, you areasking me this question. The player needs to be at risk.
- 42. No risk, ordanger equal no skin in the game. Get the player emotionally involved by putting him or her at “mock” risk.
- 43. In games, failingis allowed, it’s acceptable, and it’s part of the process. Games accommodate failure with multiple lives, second chances and alternative methods of success.
- 44. Research indicates thatour brains grow when we make a mistake because it is a time of struggle. Moser, J. Schroder, H.S., Heeter, C., C., Moran, T.P., & Lee, Y.H. (2011) Mind your errors: Evidence for a neural mechanism linking growth mindset to adaptive post error adjustments. Psychological Science, 22, 1284-1489. Our brains react with greater electrical activity when we make a mistake than when we are correct.
- 45. Do you punishfailure in your learning design or do you allow and encourage the freedom to fail?
- 46. Last decision, shouldyou: Give player choices about what level to enter the game. or Create one path for every player.
- 47. Choices, players needchoices. Look, let me tell you what motivates people.
- 48. People are motivatedwhen they have autonomy, mastery and relatedness.
- 49. Hey, isn’t thatthe Self-Determination Theory?
- 50.
- 51. Cordova, D.I., &Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730 When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control.
- 52. And give ourgame players control over which dragon to capture and in what order. Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730
- 53. Lot of information,thanks. So let me ask one more question.
- 54. Which team getsto design “Dragónmon Go”? Which team won?
- 55. Well, they areall winners to me.
- 56.
- 57.
- 58. Here are fivetips for thinking like a game designer: 1) Begin with activity 2) Create curiosity, mystery, intrigue 3) Create a challenge for the learner 4) Put learners at “mock” risk— encourage mistakes 5) Give learners meaningful choices
- 59. What game elements arein this presentation?
- 60. 1) Story 2) Character 3)Competition/teams 4) Real-time feedback 5) Decision making 6) Uncertain ending
- 61.
- 62. Never Stop Learning Getyour copy at the ATD Store or www.td.org/KKapp