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Serious Games Mechanics WP2 T2.1

Serious Games Mechanics WP2 T2.1. Game Mechanics – A Conundrum Soup Heriot-Watt University T. Lim, S. Louchart , A. Thin, R. Aylett, J.M. Ritchie. T2.1 Objectives. Serious Game Mechanics Survey results Dimensioning the game mechanics conundrum Towards an ontological framework

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Serious Games Mechanics WP2 T2.1

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  1. Serious Games MechanicsWP2 T2.1 Game Mechanics – A Conundrum Soup Heriot-Watt University T. Lim, S. Louchart, A. Thin, R. Aylett, J.M. Ritchie

  2. T2.1 Objectives • Serious Game Mechanics • Survey results • Dimensioning the game mechanics conundrum • Towards an ontological framework • A side order of game-pedagogy? • Unifying the dimensions • Conclusion

  3. Survey Results: Towards a common understanding of Serious games

  4. Survey results: Game mechanic attributes Rules Functionality Interaction Environment Objects Learning Response Engagement Design

  5. Dimensioning the game mechanics conundrum • The pedagogical approach with a particular focus on learning mechanisms. By identifying practices specific to pedagogical approaches will aid in gathering elements towards determining SG patterns. • Deconstructing current SGs to better understand the boundaries of game rules and their relationships with learning mechanisms in terms of integration and adaptability. • Understanding the motivations of the player in SG games and his/her relationship towards pedagogical outcomes and the gaming experience. We hypothesise that SG design patterns must encompass these three components. However, each approach represents in itself a challenging task.

  6. Differences between entertainment games and serious games Agreement… ? The essay “Serious Games: A Broader Definition” (lostgarden.com), which discusses serious games from a business perspective, criticises descriptions of serious games as being too narrow.

  7. Deconstructing Game Mechanics Game Mechanics Components or features Gameplay Game Attributes Game rules Governed by Governed by Governed by Interaction Feedback Storyline Challenge Task Activities CONTEXT What you want players to experience, to learn, to gain knowledge on, to understand. CONTENT Data used, facts, presentation and representation methods, actions, features, etc.

  8. Game Elements How do we compare to Aki Järvinen’s Game Elements? Source: Games without Frontiers - A Resource for Game Studies & Design

  9. Common mechanics in learning and games

  10. Towards an Ontological Framework Ontology precision of Game Mechanics Gameplay: Is the space the player can effectively act/engage in.

  11. Different learning experiences How Engaging are Engaged Learning Experiences? Engagement Level World Game Institute: http://www.worldgame.org/mba/exhibits/exhibit3.htm Extent to which the experience is emotionally compelling, real, relevant, consequential Wake-up call speech Open exchange with decision makers Back-casting your company’s markets Wargame with real customers Fact based model building Public Voting Action planning Just in time competitive analysis Simulation game Story telling Real case on your problem Scenario writing Build-a-boat exercise Anonymous Voting, instant feedback Just in case competitive analysis Ordinary presentation Case study Lecture Voting Story writing Problem-solving exercise Real project Passive Active Facilitated Discussion Skit or Game Q&A Visual analysis Debate Extent to which the experience is active not passive

  12. Mapping Pedagogical mechanics to game mechanics

  13. Complex Learning: The 4C/ID-model • Part-task practice • For selected recurrent constituent skill to reach required level on automaticity • Sessions intermixed with learning tasks • Snowballing and REP-sequences used for complex rule sets • Practice terms are divergent for all situations that underlying rules can deal with • Learning tasks • Concrete, authentic whole-sale experiences • Organised in simple-to-complex task classes • Learner supported via a process of ‘scaffolding’ • Learning tasks within the same task class show high variability • Supportive information • Supports learning and performance of non-recurrent aspects of learning tasks • Mental models, cognitive strategies and cognitive feedback • Is specified per task class • Always available to learners • JIT Information • Prerequisite to the learning and performance of recurrent aspects of learning tasks or practice items • Consists of information displays, demonstrations and instances and corrective feedback • Is specified per recurrent constituent skill • Presented when needed and quickly fades away as learner acquire expertise van Merri¨enboer, J.J.G., Clark, R.E., de Croock, M.B.M. (2002). Blueprints for complex learning: The 4C/ID-model. Educ. Technol., Res. Dev. 50(2): 39–64.

  14. A side order of game-pedagogy?

  15. Sim’s (1995) taxonomy of interactivity • Object Interactivity – e.g. mouse-activated objects. • Linear Interactivity – e.g. forward or backward browsing of instructional material. • Support Interactivity – e.g. simple help messages to complex tutorial systems • Update Interactivity – e.g. feedback or update that responds to the user input • Construct Interactivity – e.g. extension that requires more design and strategic effort • Reflective Interactivity – providing new users with feedback from old users or experts. This way the learner can reflect on the response. • Simulation Interactivity – extends the role of the user to be more like a controller or operator. • Hyperlinked interactivity – “Travel” over the Internet with help from updated hyperlinks. • Non-immersive Contextual Interactivity – combination of interactive elements e.g. virtual training environment. • Immersive Virtual Interactivity – Projects the user into a completely computer generated world, providing response to individual movement. The ultimate interactivity. Sims, Roderick. Interactivity: A Forgotten Art?. [Online] Available http://intro.base.org/docs/interact/, January 27, 1997. 

  16. How can games and simulations create an effective Learningproduct? SG mechanics that lack instructive qualitative factors of engagement will not lead to new ways of creativity, competitiveness, or a successful SG design.

  17. Interdependencies and related activities

  18. Identifying gaps to unify the dimensions Developer / Educator: • What key features should the product/course have for effective learning, and why? • Which factors are most important when contemplating informed education and entertainment? • Which mechanics would you consider as the most important to generate engagement in the product/course, and why? • What do you see as the most important mechanics to ensure a good learning outcome? • Is there a social context around the game? If so, how do you facilitate it and how useful is it for the end-user (why/why not)? Users: • What is the feedback from users? • How is learning outcome measured, evaluated and justified? • How are the different game mechanics important for learning outcome? • Can you give examples of possible improvements in the game, and what are the lessons learned from using it? • Was the game used as a standalone application, or placed within a social context? (Why, why not?) • Which elements in the game/course created engagement, and why?

  19. Conclusions Game mechanics is serious business • Do all games exhibit a ‘serious’ potential? • Do the mechanics in casual/mainstream games and entertainment games qualify to the conformance of a SG? • Are there any mechanics to force reflection, practice, revisiting software? • Can SG inculcate learner autonomy? • Subjectivity and interpretation - Which and what game taxonomies can be considered to have the mechanisms for SG? Complex mathematical formulas describing every single detail of the mechanics in the Pokemon game

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