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The Six Facets of Serious Game Design:
A Methodology Enhanced by our
Design Pattern Library
B. Marne, J. Wisdom, B. Huyn-Kim-Bang, J-M. Labat
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 2
Serious Game Design is about Collaboration
◼ 2 types of experts● With some different
skills● And some common
skills◼ Must work together to
design a serious game◼ With the common goal
to mix fun and learning
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 3
Outline
◼ Research Questions◼ The Six Facets of Serious Game Design◼ The Design Pattern Library◼ Discussion and Future Work◼ Conclusion
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 4
Research Questions
How to help...◼ Pedagogical Experts to understand the aims, means,
and methods of the Game Experts?◼ Vice versa: Game Experts to understand the aims,
means and methods of Pedagogical Experts?◼ Both stakeholders to speak the same language during
the design of a serious game?
→ We have built a conceptual framework:
The Six Facets of Serious Game Design
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 5
Outline
◼ Research Questions◼ The Six Facets of Serious Game Design◼ The Design Pattern Library◼ Discussion and Future Work◼ Conclusion
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 6
The Six Facets of Serious Game Design
◼ A conceptual framework aiming● To improve design process● To extract Design Patterns
◼ Each facet is an aspect of the design process defined by:● A common design problem● A general solution● The type of experts involved
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 7
– Facet #1 –Pedagogical Objectives
◼ How to define the pedagogical content?
◼ Describe the knowledge model (including misconceptions) of the domain and the educational objectives
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 8
– Facet #2 –Domain Simulation
◼ How to respond consistently and coherently to the correct or erroneous actions of the game players within a specific unambiguous context?
◼ Define a simulation based on a formal model of the (educational) discipline
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 9
– Facet #3 –Interactions with the Simulation
◼ How to engage the players by allowing them to interact with the simulator?
◼ Define the interactions with the formal model through the intrinsic metaphor chosen for the specific SG
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 10
– Facet #3 –Interactions with the Simulation
◼ How to engage the players by allowing them to interact with the simulator?
◼ Define the interactions with the formal model through the intrinsic metaphor chosen for the specific SG
Intrinsic metaphor: “a virtual environment and a gaming experience in which the contents that we want to teach can be naturally embedded with some contextual relevance in terms of the game-playing [...]” [Fabricatore 2000]
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 11
– Facet #4 –Problems and Progression
◼ Which problems to give the players to solve and in which order?
◼ Design the progression taking into account both required knowledge acquisition (pedagogy) and the progress of the player (fun) from one level to the next
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 12
– Facet #5 –Decorum
◼ Which type of multimedia or fun elements, unrelated to the domain simulation, will foster the motivation of the players?
◼ Define some visual, audio atmosphere and a scenario to foster motivation
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 13
– Facet #6 –Conditions of Use
◼ How, where, when, and with whom the game is played?
◼ Define the conditions of use of the SG: it can be played by one or several players, in class or online, with or without an instructor etc.
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 15
Outline
◼ Research Questions◼ The Six Facets of Serious Game Design◼ The Design Pattern Library◼ Discussion and Future Work◼ Conclusion
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 16
A Design Pattern Library to Foster Collaboration
◼ A formal language to describe good practices● Design Patterns [Alexander et al. 1977]
Context, Problems, Forces, Solution, Examples, Related patterns
◼ A set of common best practices● Domain centered● Indexed into a pattern language to be found easily
◼ A lexicon ● built thanks to the DPs to foster communication and
collaboration
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 17
Previous Work
◼ DPs for TEL → no game design aspecte.g.: [Delozanne et al. 2007]
◼ DPs for Games → no pedagogical aspecte.g.: [Aldricht 2009], [Björk & Holopaienen 2005]
◼ DPs for Serious Games: mixing fun and pedagogy.e.g.: [Kiili 2007]
→ Our goals:◼ Collect reusable DPs for SG design◼ Organize them within our conceptual framework
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 18
Methodology
◼ Bottom-up → empirical method◼ Steps:
● Collect DPs ([Kiili 2007], [Björk & Holopaienen 2005], etc.) They are reusable
● In-deep analysis of 6 SGs design documents Partner companies: KTM-Advance, Ad-Invaders
● Interviews with designers● Analysis of several successful SGs
→ 42 Design Patterns Collaborative Library
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 19
Example #1: “Reified Knowledge” (1)
Facet #4: Problems and progression◼ Context:
● A variety of competences and knowledge issues◼ Problem:
● helping users become more aware of their acquired knowledge
◼ Forces:● how to give feedback and maintain the player in the
Flow?● How to use feedback to enhance motivation?
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 20
Example #1: “Reified Knowledge” (2)
◼ Solution:● Represent items of
knowledge or skills with virtual objects to be collected
◼ Examples:● America’s Army,
Ludiville...◼ Related Patterns:
● Object Collection
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 21
Example #2: “Time for Play / Time for Thought” (1)
Facet #3: Interactions with the simulation◼ Context:
● A Game-Based Learning Blend with a list of educational objectives, including high-level knowledge
◼ Problem:● How can one teach high-level knowledge?
◼ Forces: ● Difficulty to concentrate on the interactions of the game while being
engrossed in high-level thinking at the same time● Instantaneous interaction in video games while some knowledge
acquisition requires standing back and taking time to ponder over what is to be learned
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 22
Example #2: “Time for Play / Time for Thought” (2)
◼ Solution:
● Define 2 phases: Intensive action phases for practice and training
→ Implement Pedagogical Gameplay during action phases(discovery, experiencing emotionally, or experimenting with new knowledge)
Reflective phases for thought and reflection (less intensive phases)→ use Debriefing to return to what has been happening during the action.
◼ Examples:● Defense Immunitaire (game with two phases), Ludiville or CellCraft (games with
Debriefings)
◼ Related Patterns:● Pedagogical Gameplay, Debriefing, Reified Knowledge, Advanced Indicators,
Two Learners Side by Side
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 23
A 42 Design Patterns Library
◼ [Facet #1] Pedagogical Objectives: Categorizing Skills, Price Gameplay vs. Educational Goals
◼ [Facet #2] Domain simulation: Simulate Specific Cases, Build a Model for Misconceptions, Elements that Cannot be Simulated, An Early Simulator, Do not Simulate Everything
◼ [Facet #3] Interactions with the simulation: Museum, Social Pedagogical Interaction, Serious Boss, Protege Effect (K), Advanced Indicators, Validate External Competencies, Questions – Answers, New Perspectives, Pedagogical Gameplay, Microworld Interaction, Time for Play /Time for Thought, Quick Feedbacks, Teachable Agent (K), In Situ Interaction, Pavlovian Interaction, Debriefing
◼ [Facet #4] Problems and Progression: Measurement achievements, Surprise, Smooth Learning Curve (GD), Fun Reward, Game Mastery, Freedom of Pace, Reified Knowledge
◼ [Facet #5] Decorum: Object Collection, Local Competition, Loquacious People, Graduation Ceremony, Fun Context, Wonderful World, Narrative Structures (GD), Serious Varied Gameplay, Informative Loading Screens, Hollywoodian Introduction, Comical World
◼ [Facet #6] Conditions of use: Two Learners Side by Side
http://seriousgames.lip6.fr/DesignPatterns
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 24
Outline
◼ Research Questions◼ The Six Facets of Serious Game Design◼ The Design Pattern Library◼ Discussion and Future Work◼ Conclusion
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 25
Fieldwork
◼ Tested with 20 students in video game (ENJMIN school)● DPs on game design were not useful for them● Not enough DPs on educational aspects (useful for them)
◼ Tested with 2 teachers (secondary school and university)● DPs on game design were very useful for them (solutions of
gameplay to pedagogical problems)◼ Tested during a collaborative SG design (Donjons &
Radon)● DPs helped the game designer to take pedagogical aspects
into account.◼ Community evaluation started (online library)
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 26
Future Work: Evaluation of the DP Library
◼ Analysis of the Library users tracking logs
◼ Compliance with the specifications of an SG made with or without DPs:● We are building a typology for
SGs based on the Six Facets● Define the initial type: type of
the SG the stakeholders asked for
● Compare with the final type: type of the SG that has been made
Valences of a typical TEL system
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 27
Future Work: Evaluation of the DP Library
◼ Analysis of the Library users tracking logs
◼ Compliance with the specifications of an SG made with or without DPs:● We are building a typology for
SGs based on the Six Facets● Define the initial type: type of
the SG the stakeholders asked for
● Compare with the final type: type of the SG that has been made
SG with an intrinsic metaphor
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 28
Outline
◼ Research Questions◼ The Six Facets of Serious Game Design◼ The Design Patterns Library◼ Discussion◼ Conclusion
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 29
Conclusion
◼ Our DP library can give elements of a language that helps pedagogical experts to understand aims, means and methods of game experts
◼ Video game experts are interested in some more pedagogical oriented DPs
→ We have built a collaborative web site for our DP Library where users can:
Vote and comment on DPs Translate DPs Modify and create DPs
http://seriousgames.lip6.fr/DesignPatterns
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 31
Pedagogical Objectives: States of the Water
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 32
Formal Simulation Model: PVT Diagram
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 33
Interactions with the Simulation: Tower Defense Interactions
DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat 34
Problems and Progression: Measurement Achievements