W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Instruction
1 like2,167 views
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.
![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-190208224905/85/W308-Start-Thinking-Like-a-Game-Designer-and-Create-Engaging-Immersive-Instruction-49-320.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-190208224905/85/W308-Start-Thinking-Like-a-Game-Designer-and-Create-Engaging-Immersive-Instruction-50-320.jpg)
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Instruction
- 1. Start Thinking Like a Game Designer
- 2. 2 Exploring ideas to encourage you to “Think Like a Game Designer.” Karl Kapp @kkapp karlkapp@gmail.com
- 6. You are a game designer at SuperGame Corporation which has hit some hard times lately.
- 7. It’s Friday 4:59 PM you and your colleague have only one thing on your mind.
- 8. Suddenly, your boss calls you and your colleague into her office. Ito and Jasmine come into my office.
- 9. Yes? Yes?
- 10. Look, someone wants us to create a game about capturing dragons. It appears to be a craze or something.
- 11. Working name is… “Dragónmon Go”
- 12. You are competing internally for 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 will be confronted with a series of questions. The team that correctly answers the most questions wins the work.
- 15. What about the other team?
- 16. Losers are assigned to the game “watching paint dry.”
- 17. Wow, I heard about that project, it’s almost as fun as… never mind. Dragon Capturing is much better.
- 18. Get it together. Now let’s hear about the dragon capturing game.
- 19. First decision about this dragon capturing game is…should it be a card game or a digital game?
- 21. Actually, there are a 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 examples from a workshop, it really get’s people engaged.
- 24. ..and participants play the game even after the workshop. If you create half-decks folks will need to get together to play.
- 25. Let’s do a card game! Dragónmon Go
- 26. Next decision…..
- 27. Tell player three things they need to know about capturing dragons. or Begin by having player start capturing dragons right away.
- 28. Why does this answer make sense? Not Sure?
- 29. Game designers know games are engaging because they require action right away.
- 30. Action draws in the player and encourages further engagement. Start by capturing a dragon.
- 31. Too often learning events are about content and not about action.
- 32. Game Design is about action!
- 33. Solve a mystery. Make the learners do something. Answer a question. Work a problem. Make a decision. Escape a room. Play a card game.
- 34. Learners who played interactive games 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 a game designer, think action.
- 36. OK, next decision. Provide map with locations of all the dragons. or Create a sense of mystery concerning location of the dragons.
- 38. It is a good idea to build curiosity and mystery into a game.
- 39. Reveal locations of dragons throughout the course of the player’s journey.
- 40. Check out my notebook on this subject.
- 44. A sense of suspense, mystery and intrigue draws people into games.
- 45. And it can draw people into learning as well.
- 46. Wait a minute, did you just change outfits?
- 47. Hey, next question over here!
- 48. Should we make the 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 intrinsic motivation. White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
- 52. It is also correlated 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. Harsh!
- 56. Research indicates that our 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 to fail and the chance to struggle a bit in learning events.
- 58. People are motivated when they have autonomy, mastery and relatedness.
- 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 gets to design “Dragónmon Go”? Which team won?
- 64. Well, they are all winners to me.
- 65. Ugh….
- 66. Group re-cap? learning objectives idea of struggling software training struggles how to sell to client push people off track
- 67. Tips 1) Begin with activity 2) Create curiosity 3) Create a challenge 4) Give meaningful choices
- 68. What game elements are 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. Questions?