dev learn2014 learninggamedesign-20141027
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Slides from Learning Game Design workshop at DevLearn 2014TRANSCRIPT
Play to Learn Learning Game Design Workshop
DevLearn 2014
Presented by Sharon Boller & Dr. Karl Kapp
Today’s Agenda Intro’s; game lingo
overview
Play Games! Game goals, core dynamics, mechanics, game
elements Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Share what you learned; wrap
up
Break
At Your Tables…
• Introduce yourselves to each other…. – Your name – Where you work (organizaGon, city, state)
• Come up with a definiGon for the word “game” • Your Mission? Complete intro’s in 15 minutes.
What we MEAN by game An acGvity that has an explicit goal or challenge, rules that guide achievement of the goal, interac?vity with either other players or the game environment (or both), and feedback mechanisms that give clear cues as to how well or poorly you are performing. It results in a quan?fiable outcome (you win/you lose, you hit the target, etc). Usually generates an emo?onal reac?on in players.
Workbook p. 6
All Games
Learning Games
SimulaGons
Common industry term: “Serious Games”
What About “gamification?”
Here’s some examples we’ve produced A Paycheck Away: A tabletop game about homelessness
Here’s some examples we’ve produced The Grower Game: A digital game about growing rice
Here’s some examples we’ve produced Destroy the BBP: Avoiding blood-borne pathogens
Basic Game Lingo
Game goal – what player(s) have to do to win.
No goal. No game.
Core Dynamic what game play is about; what you have to do to win. Pick a dynamic to design around; it’s easier to get started that way.
Mechanics rules for players; rules for system. Rules define how people achieve the goal. Don’t make too hard or too easy.
Game Elements Features that help immerse you in game play Tinkering with one feature can en?rely change play experience
Workbook pp 6 -‐ 9
Anatomy of a Common game
1. What’s the game goal or objecGve? 2. What is the “core dynamic” – HOW do you win? 3. What are some of the “mechanics” or rules that
guide how you achieve the game goal? 4. What game elements are part of this game:
1. AestheGcs? 2. Story? 3. Strategy? 4. Chance? 5. CompeGGon? 6. What else?
Workbook pp 6 -‐ 9
AcGvity #1: Play/Evaluate Timeline 1. Work in your table group. 2. Select someone to be the “game master” who
figures out how to play. 3. Play Timeline for 10-‐15 minutes. 4. Use worksheet on Page 10 to evaluate game.
Summary – Timeline EvaluaGon 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-‐3 mechanics (rules) that stood out?
Did they help – or confuse you? 4. What game elements did you noGce? 5. How did you know how you were doing? (What
feedback did you get?)
Workbook pp 10-‐11
AcGvity #2: Play/Evaluate Spot It 1. Work in your table groups. 2. Select someone to be the “game master” who
figures out how to play. 3. Play Spot It for 10-‐15 minutes. 4. Use worksheet on Page 11 in workbook to evaluate
game.
Evaluate Spot It 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-‐3 mechanics (rules) that stood out?
Did they help – or confuse you? 4. What game elements did you noGce? 5. How did you know how you were doing? (What
feedback did you get?)
AcGvity #3: Plants v Zombies
1. Access game from your mobile device (tablet or phone..
2. Play game for 10 minutes.
Evaluate Plants vs Zombies 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-‐3 mechanics (rules) that stood out?
Did they help – or confuse you? 4. What game elements did you noGce? 5. How did you know how you were doing? (What
feedback did you get?)
Today’s Agenda Intro’s; game lingo
overview
Play Games! Game goals, core dynamics, mechanics, game
elements Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Share what you learned; wrap
up
Break
AcGvity #4: Talk About It. Read About It. Answer It.
• Each table answers 2 ques?ons: – Tables have 6 minutes to consider your assigned quesGons and prepare a response.
– QuesGons are on page 13. (ignore team assignments) – Resources you need to use are on pages 15-‐19 – We will then ask each table ONE quesGon from the two assigned, making sure we cover all 12 quesGons.
AcGvity #3: Talk About It. Read About It. Answer It.
• Team 1: Give 3 examples of a game goal and its accompanying learning goal. Based on that how is game goal different from learning goal?
• Team 2: Give 3 examples of a “Core Dynamic” and explain why it is important to match the core dynamic to learning goal of a game?
• Team 3: Define a game aestheGc and list 3 quesGons you might ask when thinking about what to include in terms of aestheGcs?
• Team 4: What are the top 3 factors to consider when creaGng a cooperaGve game versus a compeGGve game.
• Team 5: What should a game designer think about when trying to decide whether to include resources as a game element in a learning game?
• Team 6: When is it appropriate to include chance as a game element in a learning game?
AcGvity #3: Talk About It. Read About It. Answer It.
• Team 7: What do you need to think about if you want to integrate a story into your learning game?
• Team 8: Talk to us about reward structures. What are 3 measurement and/or learning criteria you may want to include?
• Team 9: Talk to us about logisGcs. What quesGons should we be asking before we decide to use a learning game?
• Team 10: What about technical consideraGons? What should we be asking?
• Team 11: You need to create game rules for your learning game. What are 3 things you should consider to help you decide what’s appropriate?
• Team 12: What do you need to know about your target players?
Main Take-‐Aways
• Game goal ≠learning goal: you need BOTH. • Before creaGng game, you:
– Define instrucGonal goal AND objecGves; keep in focus as you design the game to achieve them.
• Audience mapers. • As you design the game, you want learning raGonale for these things: – Choice of game mechanics (rules) – Game elements to include/exclude – Rewards/scoring
AcGvity #5: Play/Evaluate Making Gold 1. We need a volunteer! 2. We’ll play Making Gold Game together, direcGng
volunteer re: our choices/decisions. 3. Use worksheets on page 18 to evaluate game.
Reference info on workbook, as needed, to complete evaluaGon worksheets.
hpp://www.theknowledgeguru.com/GameBuilder/MakingGold
Evaluate Making Gold Game 1. What was the game goal? Was it fun? 2. What was the learning goal? Did you learn? 3. What was the core dynamic? Was it fun? 4. What were 1-‐3 mechanics (rules) that stood out?
Did they help – or confuse you? 5. What game elements did you noGce? 6. How did you know how you were doing? (What
feedback did you get?)
Workbook p 18
Demo FormulaGon Type Mapers 1. What was the game goal? Was it fun? 2. What was the learning goal? Did you learn? 3. What was the core dynamic? Was it fun? 4. What were 1-‐3 mechanics (rules) that stood out?
Did they help – or confuse you? 5. What game elements did you noGce? 6. How did you know how you were doing? (What
feedback did you get?)
Today’s Agenda Intro’s; game lingo
overview
Play Games! Game goals, core dynamics, mechanics, game
elements Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Share what you learned; wrap
up
Break
Best Practices Design the learning game to meet specific instrucGonal
objecGves.
Embed the learning game into a curriculum. Keep rules, scoring and
leveling simple.
Get learners comfortable with the rules and game play
before they start. Do not focus the game on “winning” only.
Best Practices Create the game so learners work in groups. Make the game
interacGve.
Plan for replayability.
The cogniGve acGviGes in the game should match the
cogniGve acGviGes on-‐the-‐job. Determine metrics ahead of Gme.
Winning should be primarily a result of knowledge acquisiGon or creaGon.
Skipping PlaytesGng. Pitfalls Undertaking this process without playing games.
Skipping the pilot.
Trying to teach everything.
Focusing only on fun.
Today’s Agenda Intro’s; game lingo
overview
Play Games! (Game goals, core dynamics, mechanics, game
elements) Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Share what you learned; wrap
up
Break
Post-‐Lunch Fun 1. Sit with your Game Design team members (Team # is on
blue provided to you at start of workshop) 2. Register for and play Game Design Guru:
1. hpp://www.theknowledgeguru.com/gamedesign 2. You will need to idenGfy a team # as part of registering for game
play.
3. Spend 15 minutes playing Game Design Guru, working to achieve as high a team score as you can.
4. Team w/ highest score wins!
Today’s Agenda Intro’s; game lingo
overview
Play Games! (Game goals, core dynamics, mechanics, game
elements) Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Self-‐assessment: next steps in
design; wrap up
Break
Dump ADDIE; go agile instead (iteraGve) Playtest. Playtest. Did I say playtest?
Prototyping…what IS it?
• Visuals are probably beper than words here.
• hpp://www.youtube.com/watch?v=k-‐nfWQLmlMk
Prototype example
Prototype example
Prototype Example
What can you learn from a prototype:
• How effecGve your game is at helping people learn what you want them to learn.
• How engaging the game will be to learners. Do you have a “fun enough” game goal and is your core dynamic one that keeps people interested?
• How effecGve the game elements are that you are using. Do the elements support your learning experience or detract from it?
• How clear the rules are AND how they affect the fun and the learning.
• The cogniGve load on the learner – too high, too low, just right? • How complex the game might be to produce (w/out the expense of
producing it before you find out!!)
How do you create one?
• Paper • Scissors • Crayons or markers • Tape
AcGvity: Learning Game Design Your Task • As a team, create and playtest a learning game in next 2 hours. The Process (page 22 in handouts) • Use game topic & content provided on page 23. (You can use your
own IF you have agreement on your team). • Decide on a core dynamic from list provided. • Determine a theme and a game goal. • Decide cooperaGve or compeGGve. • Create a paper prototype, defining game mechanics (aka rules) as
you go. • Playtest in your group.
Worksheet on pages 24-‐25 will guide you through creaGon of a topic, learning goal, objecGves, and game design.
The Playtest Process
Part 1: • Pair up with another team. Playtest simultaneously.
• One person from each team remains with their game to act as an observer during play AND to provide guidance if a team gets “stuck” during play
• All other team members – play the games! • Playtest for 20 minutes.
The Playtest Process
Part 2: • Take turns giving each other feedback on game.
• Observers for each team: Use quesGons on page 26 of workbook to get feedback from playtesters. Use a “round robin” approach to geLng answers from players. Get feedback on one team’s game, then switch and get/receive feedback on other game.
Today’s Agenda Intro’s; game lingo
overview
Play Games! (Game goals, core dynamics, mechanics, game
elements) Best pracGces to follow;
piIalls to avoid.
Break
Play Games! PuLng learning into the game
Lunch
Game Design Guru – Q&A
Learning Game CreaGon:
Prototyping
Playtest w/ your team
Playtest w/ another team
Share what you learned; wrap
up
Break
The Playtest Process
Part 3: • Return to your original groups.
• Determine what revision(s) you want to make to your game and why.
• Be prepared to share with large group: • Summary of results of your playtest. • A key learning from the day and the prototyping/playtesGng process.
• We’ll allow 15 minutes (or so) for sharing.
Thank you from all of us!