By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction EMAIL: [email protected] TWITTER: @kkapp BLOG: http://karlkapp.com/kapp-notes/
Don't Think Like an Instructional Designer—Think
Like a Game Designer
Each team will be confronted with a series of questions. The team that
answers the most questions correctly wins the work.
Wow, I heard about that paint drying game, its almost as fun as… never mind. Superheroes are much
better.
First decision about this Superhero game is how to start the game? What
should a player’s first in-game experience be?
You have two choices:
Tell the player detailed information they need to know about being a superhero. or Begin with a battle.
Good game designers know that games are engaging because they require action
right away.
Action draws in the player and encourages further engagement.
Start with action.
It helps defeat boredom and apathy on the part of the
learner.
Too often instructional design is about the content and not about the actions
that need to occur.
Game Design is about action.
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.
Research indicates that learners who used interactive games for learning had the greater cognitive gains over learners provided with traditional
classroom training.
Ok, next decision.
Provide a map with the location of all the Supervillain hideouts.
or
Create a sense of mystery and curiosity concerning the location of
hideouts.
Build curiosity & mystery into a game. Reveal locations of Supervillain hideouts throughout the
course of the player’s journey.
A sense of suspense, mystery and intrigue draws people into games and can draw them into
learning as well.
OK, next decision, should we:
Make the game easy so we don’t discourage the players. or Make the game challenging, knowing some players will fail the first few times.
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.”
This should be
easy.
You can’t stop all of us.
Uh, oh. This is a
challenge
Look! Things that are too easy or too difficult will not pique a learner’s interest because they
lead to boredom or frustration.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
Research has shown that challenge is correlated with intrinsic motivation and motivation related to the desire to seek
competence and self confidence.
Well, the next decision, should we:
Put the player at risk, they could die at any moment. or Let the player safely explore the environment.
Last decision, should we:
Give player choices about what level to enter the game. or Create one path for every player.
Level One
Level Two
Level Three
Choices, players need choices. Look, let me tell you what motivates
people.
When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control.
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
Where to next?
Here are five tips to help an instructional designer to think like a
game designer:
1) Begin with activity 2) Create curiosity, mystery, intrigue 3) Create a challenge for the learner 4) Put learners at “mock” risk 5) Give learners choices
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