Download as PDF, PPTX
![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/2019kappss-190208224905/75/W308-Start-Thinking-Like-a-Game-Designer-and-Create-Engaging-Immersive-Instruction-49-2048.jpg)
![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.”
Humans respond to challenges
because they are engaging.](https://image.slidesharecdn.com/2019kappss-190208224905/75/W308-Start-Thinking-Like-a-Game-Designer-and-Create-Engaging-Immersive-Instruction-50-2048.jpg)
Uploaded byKarl Kapp
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Instruction
The document outlines a scenario where a game design team at SuperGame Corporation is tasked with creating a dragon-catching game, 'Dragónmon Go'. It emphasizes interactive game elements, suggesting that action, curiosity, challenges, and meaningful choices enhance learner engagement and cognitive gains. The presentation highlights the importance of thinking like a game designer to create engaging and effective learning experiences.
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W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Instruction
- 1. Start Thinking Likea Game Designer
- 2. 2 Exploring ideas to encourageyou to “Think Like a Game Designer.” Karl Kapp @kkapp karlkapp@gmail.com
- 3.
- 5.
- 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 competing internallyfor the project. Winning team earns the right to work on the project.
- 13. New Message To: 37607 karlkapp Cancel AT&T 9:37 AM 73% Text Option: karlkapp to the number 37607 Internet Option: Pollev.com/karlkapp
- 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 assigned tothe game “watching paint dry.”
- 17. Wow, I heardabout that project, it’s almost as fun as… never mind. Dragon Capturing is much better.
- 18. Get it together. Now let’shear about the dragon capturing game.
- 19. First decision aboutthis dragon capturing game is…should it be a card game or a digital game?
- 20.
- 21. Actually, there area number of benefits to card games. They build learner engagement, are a social accelerant and provide a tangible take-away from a learning experience.
- 22. Here’s some examplesfrom a workshop, it really get’s people engaged.
- 24. ..and participants playthe game even after the workshop. If you create half-decks folks will need to get together to play.
- 25. Let’s do a cardgame! Dragónmon Go
- 26.
- 27. Tell player threethings they need to know about capturing dragons. or Begin by having player start capturing dragons right away.
- 28. Why does this answermake sense? Not Sure?
- 29. Game designers knowgames are engaging because they require action right away.
- 30. Action draws inthe player and encourages further engagement. Start by capturing a dragon.
- 31. Too often learning eventsare about content and not about action.
- 32. Game Design is aboutaction!
- 33. Solve a mystery. Makethe learners do something. Answer a question. Work a problem. Make a decision. Escape a room. Play a card game.
- 34. Learners who played interactivegames had greater cognitive gains over learners in 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.
- 35. Think like agame designer, think action.
- 36. OK, next decision. Providemap with locations of all the dragons. or Create a sense of mystery concerning location of the dragons.
- 38. It is agood idea to build curiosity and mystery into a game.
- 39. Reveal locations ofdragons throughout the course of the player’s journey.
- 40. Check out mynotebook on this subject.
- 44. A sense ofsuspense, mystery and intrigue draws people into games.
- 45. And it candraw people into learning as well.
- 46. Wait a minute,did you just change outfits?
- 47. Hey, next questionover here!
- 48. Should we makethe game.. Easy or Challenging.
- 49. 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.
- 50. 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.” Humans respond to challenges because they are engaging.
- 51. Challenge is correlated with intrinsicmotivation. White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
- 52. It is alsocorrelated with the desire to seek competence & self confidence. White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
- 53. Wait a minute,did you just change outfits again?
- 54. Nevermind, in fact,give them the Kobayashi Maru of challenges.
- 55.
- 56. 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.
- 57. Encourage the freedom tofail and the chance to struggle a bit in learning events.
- 58. People are motivated whenthey have autonomy, mastery and relatedness.
- 59.
- 60.
- 61. 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, learners invested more and attempted more complex strategies than when they had no control.
- 62. Lot of information, thanks.So let me ask one more question.
- 63. Which team getsto design “Dragónmon Go”? Which team won?
- 64. Well, they areall winners to me.
- 65.
- 66. Group re-cap? learning objectives ideaof struggling software training struggles how to sell to client push people off track
- 67. Tips 1) Begin withactivity 2) Create curiosity 3) Create a challenge 4) Give meaningful choices
- 68. What game elementsare in this presentation? Magna characters with outfit changes wrapped narrative around characters mystery and competition timing
- 69. 1) Story 2) Character 3)Competition/teams 4) Real-time feedback 5) Meaningful Decisions 6) Uncertain ending
- 70.