Carole Bagley - Elements of Effective Instructional Learning Game Design

1. Elements of Effective Elements of Effective Instructional Learning Instructional Learning Game Design Game Design Dr. Carole Bagley, Ph.D. Dr. Carole Bagley, Ph.D. University of St. Thomas and University of St. Thomas and The Technology Group, Inc. The Technology Group, Inc. Patty Myers Patty Myers Oak Grove Technologies Oak Grove Technologies

2. What is Gamification ? What is Gamification ?  Gamification of e-learning is the application of game Gamification of e-learning is the application of game elements & gaming techniques to non-game elements elements & gaming techniques to non-game elements (online learning content) in an effort to make it fun & (online learning content) in an effort to make it fun & engaging. engaging.  Whether you’re rolling dice or racing against the clock, Whether you’re rolling dice or racing against the clock, adding gamification elements to e-learning courses is adding gamification elements to e-learning courses is a great way to keep learners focused and motivated. a great way to keep learners focused and motivated.  Gamification, or applying the elements of games to Gamification, or applying the elements of games to other types of content, is a great way to add interest other types of content, is a great way to add interest and engagement to e-learning. and engagement to e-learning.

3. Game-based Learning Game-based Learning Game-based learning Game-based learningis a form of game play with specific learning outcomes; it is typically with specific learning outcomes; it is typically instructionally designed to provide a balance instructionally designed to provide a balance between subject matter that needs to be learned, between subject matter that needs to be learned, playing games, and the capability of the learners to playing games, and the capability of the learners to apply the knowledge and skills in the real world. apply the knowledge and skills in the real world. is a form of game play  Virtual Worlds with simulations could permit Virtual Worlds with simulations could permit learners to tinker with chemical reactions, practice learners to tinker with chemical reactions, practice operating or performing an experience. operating or performing an experience.  Games help players to develop and exercise a skill Games help players to develop and exercise a skill including planning, thinking using technical skills, including planning, thinking using technical skills, collaboration, etc. collaboration, etc.

4. Examples Examples Who wants to be a Millionaire? Who wants to be a Millionaire? Moving Forward (Mental Health) Dusty the Dragon / Save the Dusty the Dragon / Save the King immersive environment King immersive environment virtual world virtual world

5. Dusty the Dragon Dusty the Dragon student performance student performance School Percentage increase of mean from pre to post test Amery class1: 5th grade 19% increase Amery class2: 5th grade 37% increase Hudson: 6th grade 22% increase CVA class1: 5th grade with many special needs students 16% increase CVA class2: 4th grade 15% increase Comparison of the Pre-test and Post-test shows there is a statistical significant difference overall for all schools. There were 10 questions on the pre and post tests. The pre test has an average score of 5.5, the post test has a average score of 7.86 .

6. Dusty the Dragon Dusty the Dragon Female/Male performance Female/Male performance Gender N Female Male 44 59 There is No significant difference between female & male in both pre test & post test .

7. Critical aspects in Game creation Critical aspects in Game creation for Learning for Learning Instructional Design Instructional Design Objectives for learning Objectives for learning Content must provide satisfaction and challenge Content must provide satisfaction and challenge Discovery is important with hints, guidance Discovery is important with hints, guidance Storytelling and scenarios provide goals and motivation Storytelling and scenarios provide goals and motivation Stimulating questions Scorekeeping may positively impact one type of game or Scorekeeping may positively impact one type of game or learning style / learner, but may hamper another learning style / learner, but may hamper another Feedback Feedback and Guidance are important for learning and for Feedback and Guidance are important for learning and for assessing the knowledge and skills assessing the knowledge and skills Simulations Reuse of interface, software objects/characters to provide Reuse of interface, software objects/characters to provide help/hints and scaffolding for various levels, and leverage the help/hints and scaffolding for various levels, and leverage the non-sequential, immersive environment / simulations non-sequential, immersive environment / simulations Stimulating questions Feedback Simulations

8. Gamification for Learning Gamification for Learning Use of game mechanics to encourage learners to Use of game mechanics to encourage learners to explore and learn as they move towards an end goal. explore and learn as they move towards an end goal. Examples of game mechanics: Examples of game mechanics: Narrative Rules Player Control Discovery Interactivity Time restraints Points and Loss Aversion Continuous Play Rewards Levels Competition Feedback and Collaboration

9. Elements of Game-based Elements of Game-based Learning / Mechanics Learning / Mechanics  Narrative A key part of many games is the narrative, or the story, behind them. These stories often incorporate a protagonist (a relatable character), the antagonist (the challenge the character faces) and a plot (a sequence of events). How to incorporate this game element? Creating a scenario is a great way to add a narrative element to your course. Scenarios involve characters that follow a simple plot or sequence of events.

10. Game-based Learning Game-based Learning  Rules Rules are a critical part of any game to set expectations and parameters. They let players know what they can and cannot do. How to incorporate this game element? Use specific & concise instructions for the learners to communicate the rules for your scenario. Clearly communicate what you expect learners to do at all steps of the course, and make sure they’re never left guessing what to do.

11. Game-based Learning Game-based Learning  Player Control Having control over the journey and the outcome is a common element of many games. Players love to feel in control of their potential for success. How to incorporate this game element? One way to give learners control is to let them choose an avatar or character that appears in the course. Another way is to open up navigation to give learners control over how they progress through the content. Let learners access content from a main menu with several possible choices, instead of forcing them down a linear path.

12. Game-based Learning Game-based Learning  Discovery Games often encourage discovery and exploration; for example, people love to “hunt” for a hidden treasure. How to incorporate this game element? Include a little “Easter egg,” such as a hidden nugget of extra information or the ability to score some extra points. Just remember that while looking for extra information is a fun add-on, never make a learner hunt for critical information that they need to know. You should also make sure you provide learners with clear instructions on what they are looking for. There’s nothing worse than clicking aimlessly without knowing why or where to look.

13. Game-based Learning Game-based Learning  Interactivity How many games have you played that required you to do nothing? None! Games are all about stimulation and engagement, whether mental or physical, and you should be doing something as part of the process. How to incorporate this game element? Think about how you can make the content more interactive. This doesn’t simply mean making the user “click” more often, but instead crafting meaningful interactions that require a learner to think and make decisions. Instead of telling them the information outright, make them select the correct choice from a list and drag it into place. Instead of presenting them the steps of a linear process, get them to order the steps themselves.

14. Game-based Learning Game-based Learning  Time Constraints Games use time constraints to create a sense of urgency, which pressures the gamer to think and act quickly. How to incorporate this game element? To simulate a real-life constraint, consider using a countdown or a timer on your quiz. For example, if your call center expects calls to be completed in less than five minutes, give your scenario a time limit of five minutes for the learner to pass.

15. Game-based Learning Game-based Learning  Points and Loss Aversion Loss aversion refers to the tendency of humans to prefer avoiding losses to acquiring gains. Studies have demonstrated that a loss is twice as powerful as a gain, and this mental propensity is used by many game developers. How to incorporate this game element? Use a points system in your course to let learners know where they stand, and let them know points can be taken away for incorrect answers. You could also use a visual progress meter, such as a map with checkpoints, that shows learner whether they are moving forwards or backwards as they progress through the content.

16. Game-based Learning Game-based Learning  Continuous Play Continuous play is the ability for a gamer to pick up where he left off and continue the game. This means even if the gamer “loses” the game, they can start over and try again as many times as they want. How to incorporate this game element? Let learners keep going! It’s a great sign when learners want to retry or revisit content. It means they are interested and intrigued. Remember: you want to encourage and compel your viewers to learn, so if they want to revisit course content, why not let them? One way to incorporate continuous play into your courses is to allow learners to retake a quiz or assessment if they have failed. Another way is to give them a second chance if they answer a question incorrectly.

17. Game-based Learning Game-based Learning  Rewards Bonus points or rewards make people feel good, and are used extensively in many different games. How to incorporate this game element? Consider giving “bonus points” to learners for more difficult questions, or by providing them with an ability to earn extra rewards based on good choices.  Levels Achieving different levels, goals, or challenges is a common theme among games. How to incorporate this game element? One idea: instead of having chapters or modules, organize your content into “levels” and “unlock” the levels when learners answer choices correctly or hit a certain number of points.

18. Game-based Learning Game-based Learning  Competition Leaderboards are one of the most popular ways to encourage competition in the gaming world. Leaderboards rank players and their scores, and people love them because they like to get recognition for their skills and effort. How to incorporate this game element? Use a corporate intranet page or your LMS to let learners see how their coworkers are progressing. Be mindful of the information you share; low scores made public could be embarrassing for learners. Remember: in order to properly and effectively add gamification to your courses, the game elements need to be thoroughly thought out and well designed.

19. Game-based Learning Game-based Learning  Feedback Provided as a part of each of the elements including Narrative, Player control, Discovery, Interactivity, Continuous Play, Rewards…  Collaboration Multiplayer games, virtual worlds with multiple people in world, Chatting online, Levels with lower level being individual and higher levels being multiplayer

20. THE END THE END