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Ten Principles We Can Learn From Game Designers Julie Dirksen Usable Learning. Big Learning Nerd. But First, Meet Allison. Allison is a brand new instructional designer, who just got hired for her first job.
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Ten Principles We Can Learn From Game DesignersJulie DirksenUsable Learning Big Learning Nerd
But First, Meet Allison Allison is a brand new instructional designer, who just got hired for her first job. I’m really excited – I studied game-based learning in school, and my new boss is really enthusiastic about the idea!
Her boss is on board… Donald, Allison’s new boss is pretty enthusiastic. We hired Allison partly because she can bring a fresh new perspective. I’ll need to coach her on the business end, but she’s got some great ideas. We are going to find a learning game project for her right away.
But then…. Hey, Allison, I have some great news! …there’s a new development… I just got the offer to head up all of South American training! It’ll be a chance to perfect my salsa moves. And oh yeah – you’re getting a new boss.
The New boss Lena is not a “game-y” person. I’m not sure I see the business value of games for learning. Allison is going to have be pretty convincing, and make the case for this project.
Making the case Video Game Stare
Making the case for games • Making the business case Lena needs more than “engagement” to convince her. Secret: It’s not really about engagement.
The boss prize of e-learning • Familiarization • Comprehension • Conscious Effort • Conscious Action • Proficiency • Unconscious Competence - From Electronic Performance Support Systems by Gloria Gery
Glucose Metabolic Rate after several weeks of Tetris Practice
Design for Feedback Tip #1
Feedback • What does the feedback loop look like?
Cycles of Expertise • Principle: Expertise is formed in any area by repeated cycles of learners practicing skills until they are nearly automatic, then having those skills fail in ways that cause the learners to have to think again and learn anew... • Games: Good games create and support the cycle of expertise...This is, in fact, part of what constitutes good pacing in a game. - James Paul Gee
Feedback Frequency How often do users get feedback in e-Learning?
Better than a Skinner Box • Positive Feedback • Negative Feedback • Reward • Punishment
Talk to the elephant Tip #2
First, let’s start with attention • How long is your attention span?
Let’s start with the elephant • Let’s talk about attention… Jonathan Haidt, The Happiness Hypothesis
So, when there’s a conflict… Who do you think wins?
Urgency Matters Tip #3
Urgency matters We are creatures of urgency: Maybe I should consider retirement planning… Basically, the elephant is bad at waiting for stuff.
We have trouble with this… We are also loss averse…
Which do you think works better: I guess I’ll be glad I know this someday… I’m really glad I know this now…
We make decisions differently for our future selves Future self Current self Proninet al 2008
It’s about cake vs fruit salad Shiv and Fedorikhin 1999 Heart and Mind in Conflict: The Interplay of Affect and Cognition in Consumer Decision Making
Accomplishments Tip #4
purpose • Instead of WIIFM, How about WCIDWT?
Goals = accomplishments • A goal needs to be an accomplishment You completed Module 4! I crushed the quarterly sales goal!
They need to be Interesting Choices • Would you rather:
Structured Flow of goals Tip #5
Next, let’s talk about GOALS Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
Micro-level goals Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
Medium Goals Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
End Goal! Image Credit – Sebastian Deterding http://www.slideshare.net/dings/dont-play-games-with-me-promises-and-pitfalls-of-gameful-design
But wait… 5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
There’s more… 5.0 to 5.4 There are two hand- and two footholds for every move; the holds become progressively smaller as the number increases. 5.5 to 5.6 The two hand- and two footholds are there, obvious to the experienced, but not necessarily so to the beginner. 5.7 The move is missing one hand- or foothold. 5.8 The move is missing two holds of the four, or missing only one but is very strenuous. 5.9 The move has only one reasonable hold which may be for either a foot or a hand. 5.10 No hand- or footholds. The choices are to pretend a hold is there, pray a lot, or go home. 5.11 After thorough inspection you conclude this move is obviously impossible; however, occasionally someone actually accomplishes it. Since there is nothing for a handhold, grab it with both hands. 5.12 The surface is as smooth as glass and vertical. No one has really ever made this move, although a few claim they have. 5.13 This is identical to 5.12 except it is located under overhanging rock."
Increasing Difficulty Tip #6
