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Co-design is an ideal approach to design with users. It allows designers to create products, such as games, with their intended users and in their natural environment, e.g., children and their teachers in their school. Nowadays school contexts, however, pose their own requirements to co-design, which can affect its success. For instance, school contexts tend to be associated to boring rote by learners, who are used to interactive digital games. Gamification can then help in creating a positive engaging experience for school classes that co-design, as games do. This paper takes up such a view: it gamifies co-design contexts in order to positively engage school classes. To this end it presents two studies with gamified co-design in primary schools: heterogeneous teams co-designed prototypes by resolving missions as in a game, in the first short-term study; they did it in an even more gamified context, in the second long-term study. Results of both studies are encouraging for the approach. The paper also advances basic guidelines for tangibly gamifying co-design at school, grounded in the studies and literature.
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GAMIFICATION OF CO-DESIGN CONTEXTS
Gabriella Dodero
Rosella Gennari
Santina Torello
Alessandra Melonio
Computer Science Faculty http://www.inf.unibz.it
Two Studies in Primary Schools
CHI PLAY
GAMIFICATION OF CO-DESIGN CONTEXTS
Gabriella Dodero
Rosella Gennari
Santina Torello
Alessandra Melonio
Computer Science Faculty http://www.inf.unibz.it
Two Studies in Primary Schools
CHI PLAY
GAMIFICATION OF CO-DESIGN CONTEXTS
Gabriella Dodero
Rosella Gennari
Santina Torello
Alessandra Melonio
Computer Science Faculty http://www.inf.unibz.it
Two Studies in Primary Schools
CHI PLAY
Primary school is our context…
Friedericks 2011
Primary school is our context…
learner engagementEngagement:
Friedericks 2011
Primary school is our context…
behavioural engagementemotional engagementsocial engagement
Dimensions:
physical engagementcultural engagement…
learner engagementEngagement:
Friedericks 2011
Primary school is our context…
behavioural engagement emotional engagement social engagement
physical engagement cultural engagement…
learner engagementEngagement:
Friedericks 2011
Dimensions:
I N G R E D I E N T SGaC C
Co-‐design with children
how designers can create for and with children
Why:
Co-‐design with children
techniques for conceptualizing, developing and evaluating low-‐fidelity prototypes with children
What:
how designers can create for and with children
Why:
Cooperative learning groups
how to foster cooperation of small groups by leveraging on differences
Why:
Cooperative learning groups
strategies, rules and roles for group work
What
how to foster cooperation of small groups by leveraging on differences
Why:
Gamified contexts
how to foster positive achievement emotions for motivating students
Why:
Gamified contexts
creating a game-‐like context
What:
how to foster positive achievement emotions for motivating students
Why:
P R OTO C O LS F O R S T U D I E SGaC C
P R OTO C O LS F O R S T U D I E SGaC C
S T U D I E S F O R G A M E SGaC C
S T U D I E S F O R G A M E SGaC C
2 0 1 3 : s h o r t e r
S T U D I E S F O R G A M E SGaC C
2 0 1 3 : s h o r t e r 2 0 1 4 : l o n g e r
2013 shorter-term study
Study design
Study design
2 challengesMission 1:
Study design
2 challengesMission 1:
4 challenges: (1) idea (2) setting (3) rules (4) interaction
Mission 2:
Study design
2 challengesMission 1:
4 challenges: (1) idea (2) setting (3) rules (4) interaction
Mission 2: 2 challengesMission 3:
paper based
Study results: output
video
paper based
Study results: output
paper based
app
Study results: outputvideo
Study results: output
G. Dodero, R. Gennari, A. Melonio and S. Torello. A Lean Experience of Game Fabrication: From School to University and Back. In the FabLabs in Educational Context Workshop 2014
design +
evaluation
Study results: co-‐design activity
behaviour
challenges
Study results: co-‐design activity
behaviour
challenges
cooperation
missions
emotions
missions
Study results: co-‐design activity
behaviour
challenges
cooperation
missions
emotions
missions
Study results: co-‐design activity
behaviour
challenges
cooperation
missions
emotions
missions
Study results: co-‐design activity
behaviour
challenges
cooperation
missions
emotions
missions
Study results: co-‐design activity
?
2014 longer-term study roles
Teacher for: recapping the previous week’s work and introducing the new one; concluding by collecting feedback
Game design expert for: rapid formative feedback; validating game design choices at specific moments
Passive observer for: tracking behaviour and emotions; tracking group dynamics
2014 longer-term study more tangibly gamified contexts
Gamification of - cooperative learning roles - cooperative learning rules - co-design tasks and environment across the
long-term activity
Gamification of - cooperative learning roles - cooperative learning rules - co-design tasks and environment across the
long-term activity
Progression bar across missions
Progression bar across missions split in challenges
Coins: contingent completion rewards for challenges
At the shop
At the shop a group can spend coins
At the shop a group can spend coins for buying prototyping objects
At the shop
… but how todecide which?
a group can spend coins for buying prototyping objects
Game-‐like objects for voting
Game-‐like objects for voting and choosing, e.g., the expert card
Expert card at work: “help, game expert”
2014 longer-term study GaCoCo missions
Training, roles and gamified material exploration, group formation and badge creation
1st mission @ school
Mission solved: big applause
1st mission @ school
Game idea doc + avatar prototyping2nd mission @ school
Groups are split in pairs, each works on a game level: doc + prototyping
3rd mission @ school
Groups are rejoined, jointly revising and continuing game levels: doc + prototyping
4th mission @ school
Assembling levels and passage conditions on a given A0 form
5th mission @ school
Rehearsing presentation of game prototype (A0 form)
5th mission @ school
(Ch. 1) Presentation6th mission @ university
(Ch. 1) Presentation6th mission @ university
(Ch. 2) Gallery tour of each game with final:
(Ch. 1) Presentation6th mission @ university
game prototypes (A0 form);(Ch. 2) Gallery tour of each game with final:
(Ch. 1) Presentation6th mission @ university
Il#personaggio#principale#di#questo#gioco#è#Giovannino.#Giovannino#si#trova#in#un#posto#dove#c’è#il#mare#ma#fa#molto#freddo#e#al#posto#di#una#spiaggia#ci#sono#metri#e#metri#di#neve.##Questo# posto# è# abitato# da# una# famiglia# di# alieni.# Ci# sono# degli# oggetti#particolari#in#questo#posto:#un#tavolo#volante#ed#una*rosa*aliena#con#delle#spine#senza#punta.##!
Dove si svolge il gioco e quali oggetti e personaggi ci sono?
Lo# scopo# del# gioco# è# quello# di# riuscire# a# sottrarre# il# tavolo# volante# alla#famiglia#di#alieni#e#raggiungere#prima#che#muoia# la#rosa#con# le#spine#senza#punta# che# permetterà# a# Giovannino# di# tornare# sulla# terra,# nel# paese# senza#punta.##
Cosa fanno i personaggi e che sfide devono affrontare?
Sfide nel PRIMO livelloVite; Punti e Poteri"
Giovannino#ha#a#disposizione#2*vite#per#riuscire#a#superare#questo# livello.#Per# sconCiggere#gli# alieni#e# rubare# il# tavolo#magico#può#usare#due#oggetti:#una#mazza#ed#una#cintura#magica#che#una#volta#premuta#si#trasforma#in#una#spada.##Ci# sono# anche# degli# oggetti# speciali# che# compaiono# di# tanto# in# tanto# che#sono#un# fungo:# che# permette# a#Giovannino#di# diventare# piu# potente# e# un#cuore# che# fa# guadagnare# a#Giovannino#due#vite.# Se# si# perde# si# ricomincia#direttamente#da#questo#livello.#
Quando si perde il 2° livello appare"
Quando si vince il 1° livello appare"
Quando#si#vince#nel#primo#livello#appaiono#delle#monete#che#corrispondo#a#dei#punti.
Appare#una#scritta#GAME#OVER#e#bisgona#cominciare#tutto#da#capo.
Gli Essenzali_TITOLO DEL GIOCO
game prototypes (A0 form); game design document with color coding(Ch. 2) Gallery tour of each game with final:
Evaluation of other groups’ work6th mission @ university
Evaluation of other groups’ work6th mission @ university
I liked…
I’d change…
Evaluation of other groups’ work6th mission @ university
I liked…
I’d change…
I’d vote…
2014 longer-term study data
Data
DataFOR MATERIAL
Behaviour: usability issues with gamified material
Emotions:
satisfaction with gamified material (post)
DataFOR MATERIAL
Behaviour: usability issues with gamified material
Emotions:
satisfaction with gamified material (post)
FOR ACTIVITY
Behaviour: success in challenges time on missions Cooperationinclusion in GaCoCo (pre-‐post)Emotions:
5 positive + 5 negative achievement emotions in missions as in Pekrun control-‐value-‐theory
FOR MATERIAL FOR ACTIVITY
Emotions: Emotions:
satisfaction with gamified material (post)
5 positive + 5 negative achievement emotions in missions as in Pekrun control-‐value-‐theory
Results: Highlights
FOR MATERIAL FOR ACTIVITY
Emotions: Emotions:
satisfaction with gamified material (post)
5 positive + 5 negative achievement emotions in missions as in Pekrun control-‐value-‐theory
Results: Highlights
M1
M2M3
M4M5
FOR MATERIAL FOR ACTIVITY
Emotions: Emotions:
satisfaction with gamified material (post)
5 positive + 5 negative achievement emotions in missions as in Pekrun control-‐value-‐theory
Results: Highlights
Game over
innaffiatoio
Acknowledgements
innaffiatoio
Acknowledgements
thank you
G. Dodero, R. Gennari, A. Melonio and S. Torello (2014). GAmi0ied CO-‐design with COoperative Learning. In alt of CHI 2014, ACM
G. Dodero, R. Gennari, A. Melonio and S. Torello (2014). Gami0ication of Co-‐design Contexts—Two Studies in Primary Schools. In CHI-‐Play 2014, ACM
Kahu, L. , Stephens, C., Leach, L., & Zepke (2014). Linking Academic Emotions and Student Engagement. Journal of Further and Higher Education
Pekrun, R. (2006). The Control-‐Value Theory of Achievement Emotions. Educational Psychology Review, 18, 315–341
Original images by: N. Mastachi
Main references
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