the psychology of effective game design
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The Psychology The Psychology of Effective Game of Effective Game
DesignDesignJesse SchellJesse Schell
Entertainment Technology Entertainment Technology CenterCenter
Carnegie Mellon UniversityCarnegie Mellon University
Masters of Entertainment Masters of Entertainment Technology at CMU’s ETCTechnology at CMU’s ETC
Two year professional Master’s Two year professional Master’s programprogram
About 80 studentsAbout 80 students 40% Art Students40% Art Students 40% Computer Science Students40% Computer Science Students 20% Miscellaneous20% Miscellaneous Interdisciplinary teams creatingInterdisciplinary teams creating
real innovations for real clientsreal innovations for real clients
Are Digital Games Are Digital Games important for Education? important for Education?
““People who distinguish between education and People who distinguish between education and entertainment don’t know much about either”entertainment don’t know much about either”- Marshall McLuhan- Marshall McLuhan
When people are having fun, they are more When people are having fun, they are more engaged. Can this translate to better learning?engaged. Can this translate to better learning?
Online games are becoming a core social Online games are becoming a core social experienceexperience
Children think of digital games as a way to play Children think of digital games as a way to play with realitywith reality
Film was the literature of the 20th century…Film was the literature of the 20th century… Will games become the literature of the 21Will games become the literature of the 21stst
century?century?
DefinitionsDefinitions
What is fun? What is fun? Just pleasure?Just pleasure? Pleasure with surprises!Pleasure with surprises!
What is play? What is play? Just manipulation?Just manipulation? Manipulation that indulges curiosity!Manipulation that indulges curiosity!
What is a game? What is a game? Q1) Games are Q1) Games are
entered willfully.entered willfully. Q2) Games have goals.Q2) Games have goals. Q3) Games have Q3) Games have
conflict.conflict. Q4) Games have rules.Q4) Games have rules. Q5) Games can be won Q5) Games can be won
and lost.and lost.
Q6) Games are Q6) Games are interactive. interactive.
Q7) Games have Q7) Games have challenge. challenge.
Q8) Games can create Q8) Games can create their own internal their own internal value.value.
Q9) Games engage Q9) Games engage players.players.
Q10) Games are Q10) Games are closed, formal systems. closed, formal systems.
A game is a problem solving activityapproached with a playful attitude.
How do I design a game?How do I design a game?
Two key questions:Two key questions: What is the player’s goal?What is the player’s goal? What is the player’s challenge? What is the player’s challenge?
One More TipOne More Tip
Creating “balanced Creating “balanced asymmetric risks” asymmetric risks” makes for makes for challenging challenging decision making.decision making.
Low risk = Low Low risk = Low rewardreward
High risk = High High risk = High rewardreward
What can games teach What can games teach best? best?
Systems of relationships, not easily Systems of relationships, not easily visualized by description alone. visualized by description alone.
Hazmat: Hotzone for FDNYHazmat: Hotzone for FDNY
Videogame Videogame tech for tech for training first training first respondersresponders
““Lan Party Lan Party classroom”classroom”
Instructor as Instructor as “Dungeon “Dungeon Master”Master”
FinallyFinally
“ “Education and entertainment Education and entertainment ultimately have the same goal: ultimately have the same goal: making memories.” making memories.”
- Michael Macedonia- Michael Macedonia
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