Practical Game Mechanics for Engaged Learning

STC Instructional Design & Learning SIG presents

Practical Game Mechanics for Engaged eLearningDate: 20 November 2013

Art: Mario World by Orioto

Conversation led by:Cheri Lockett ZubakPhiladelphia Metro Chapter

Copyright 2013, Cheryl Lockett Zubak

Our journey today


But first, why game mechanics?

Game mechanic A strategy, supported by a set of rules, for supporting player behavior within a game

Game learning mechanicA game mechanic that is supported by

evidence‐based learning theory


But first, why game mechanics?

Full‐fledged games are expensive to create.Researchers are still in “discovery mode” about how

people learn in serious games.Mechanics are achievable even with simple tools.

You can design with these mechanics in a context that supports evidence‐based approaches (such as an eLearning project).


What is a digital game?


Let’s explore: Angry Birds Rio


You tell me: What is a digital game?

Ideas from the webinar participants:

Electronic activityClear objective

Penalties / rewardsMultiple outcomesIntuitive approach

Interactive


Game designers define digital games

A game is a problem‐solving activity, approached with a playful attitude.

Jesse Schell, The Art of Game Design

A game is a system in which players engage in an artificial construct, defined by rules, that results in a quantifiable outcome.

Katie Salen & Eric ZimmermanRules of Play: Game Design Fundamentals


Nicola Whitton:Define by characteristics

Game-based learning refers to:

“Applications using the characteristics of video and computer games to create

engaging and immersive learning experiences for delivering specified learning

goals, outcomes, and experiences.”

Sarah de Frietas, Learning in immersive worlds


Defining characteristics of gamesCharacteristic DefinitionCompetition Achieve an outcome that is superior to others or self

Challenge Tasks that require effort and are non‐trivial

Exploration A context‐sensitive environment that can be explored

Fantasy A make‐believe environment, characters, or narrative

Goals Explicit aims and objectives

Interaction Action changes the state of play and generates feedback

Outcomes Measurable results from gameplay (e.g., scoring)

People Participation by others, a community of some sort

Rules Activity with artificial constraints

Safety No consequences in the real world


Whitton:Define by characteristics

Game or Game-based:Exhibit most or all of these characteristics

Game-like:Exhibit some of these characteristics

Game examplesHardcore games

Casual games

Mixture


Game-like examples

Interactive Fiction Interactive Reference Guides

Interactive Learning Guides


By the way, is Angry Birds a learning game?

Not a serious learning game.

But repurposed for serious learning.

Example: Tracker Video Analysis: Projectile Motion with Angry Birds

http://www.opensourcephysics.org/items/detail.cfm?ID=11562


What are the “must have” game characteristicsfor eLearning design?


Somewhere in between game and game-like: eLearning with game mechanics

Blended learningGrades: 9‐12Site: Edheads.org


What characteristics do you see?

Ideas from the webinar participants:

Realistic sceneScenario based

Immersed in a problem right awayThe problem matters

A few important characteristics(elements of Whitton’s list)

Characteristics:World building (fantasy)

A problem with risk (challenge)Emotional content (outcome, fantasy)

Goals / objectives (outcome)

Strong similarities to:Problem-based learningScenario-based learning


eLearning example 1

http://demos.articulate.com/showcase/studio/FoggsBalloonRace‐Unicorn/presentation.html


Defining characteristics of this exampleCharacteristic DefinitionCompetition Don’t really compete with self or others, but you don’t want to lose

Challenge The questions are problem‐based; you don’t want to lose

Exploration The character (and you) interact in the environment, though minimally

Fantasy World‐building: The scenes are authentic – what you’d see on the job

Goals A fairly clear objective, wrapped in the scenario

Interaction Placed in the problem, answer customer questions

Outcomes Ongoing, measurable results from gameplay

People ‐‐‐ (could build this in through blended learning / coaching on the job)

Rules ‐‐‐ (any rules are superficial)

Safety No safety issues with the learning activities themselves.


eLearning example 2

http://www.articulate.com/blog/award‐winning‐hazcom‐course‐for‐miners‐built‐with‐articulate‐studio/


Defining characteristics of this exampleCharacteristic DefinitionCompetition Don’t really compete with self or others

Challenge Learning task is non‐trivial (real problems, emotional link to Chilean miners)

Exploration The character (and you) interact in the environment

Fantasy World‐building: The scenes are authentic – what you’d see on the job.

Goals A few clear objectives are spelled out early. You work toward them.

Interaction On‐going participation by the learner. Not just “watch, then quiz.”

Outcomes Ongoing, measurable results from gameplay (earning the equipment)

People ‐‐‐ (could build this in through blended learning / coaching on the job)

Rules Activity with artificial constraints

Safety No safety issues with the learning activities themselves.


For more examples

Check out:

ElearningExamples.comhttp://info.alleninteractions.com/

our‐e‐learning‐demos/


Can game story designbe applied to eLearning?


Story-based games

A troubled history among game designersYet many games have strong story elements

My graduate project (Drexel University):Guidelines for story in game-based learning


Important story design ideas

• Stories must support learning goals(it is not enough to be interesting)

• Use stories to set context for problems (best use is at the beginning of a scenario)

• Let learners take the “story” from there through problem-solving



Basic design elementsCharacteristic DefinitionStory intro Brief (often linked) backstory and problem introduction, sufficient to set

the context for the learning activities

Relationship of story /learning goals

Goal is to gain skills through activity, not the storyLearner must be able to focus on the activity rather than the story Story provides meaningful context for the activity

Role of activities When the activity begins, the story becomes secondary to the activityNew story elements can disrupt learningExceptions: Surprise elements can challenge new aspects of the problem

Branching Hierarchical – branches into a mini‐scenario, but branching is not deepSituation resolves after one scene (per level)Player returns to original scene to make new choicesCharacters “regroup” at the end

Resolution Debriefing, reflective, review accomplishments


Example

http://www.gradinggame.com/



Basic design elementsCharacteristic DefinitionStory intro More involved backstory that is often revealed over time

Story / backstory are related to the learning goals. Sets the motivation for the learning activities

Relationship of story /learning goals

Follows the format of the dramatic arc or hero’s journeyPlayer is more involved with the story, problem‐solving, and discovery activitiesAll branches are related to the learning goals

Role of activities Activities can be more diverse (varied problems deepen the learning)However, all activities contribute to the learning goals

Branching Spider web branching design – reaches out, crosses over, and travels down different paths. (Nuanced best, medium, and bad paths)Situation does not easily resolve and might not resolve at all

Resolution Debriefing, reflective, review journey and accomplishments


Example

http://www.telltalegames.com/walkingdead/http://www.ign.com/wikis/the‐walking‐dead‐game/Season_One%3A_Episode_1?objectid=163173


Relationship to eLearning

Excellent Cathy Moore coursehttp://blog.cathy-moore.com/scenario-design-

online-course/

Two types of scenarios:Mini scenario (like light narrative)

Branching scenario (like rich narrative)

http://blog.cathy‐moore.com/

eLearning mini scenarios(similar to light narrative)


eLearning branching scenarios(similar to rich narrative)

http://blog.cathy‐moore.com/


Example

http://blog.cathy‐moore.com/2010/05/elearning‐example‐branching‐scenario/

http://blog.cathy‐moore.com/wp‐content/Haji‐flow‐simplified.png


Can you apply game rewardsto eLearning design?


An area of current explorationGame rewards:

On-going – reward for gaining experienceTied to quests

Gamification (companies like Badgeville)

Important: Do not align learning with superficial reward

Example:Zombies Run



http://www.branchtrack.com


What about you?Do you need to change?


My thoughts

Focus on:Problems (meaningful, immerse right away,game problems are like scenario problems)

Experience (honor the experiences of learners)Challenge (“hard fun,” tasks that push)

Feedback (opportunity as you perform tasks)Risk (you might not win, but you can try again)

Emotional content (this learning matters)

To understand games, play games.


Cheri Lockett ZubakEmail: workwriteinc at gmail.comConnect: www.linkedin.com/in/workwriteTwitter: @workwriteSkype: work.write.inc


Education

Practical Game Mechanics for Engaged Learning