Gameful design

from Stephen Dale’s PPT – Engagement Strategies and Techniques
•  80% of current gamified applications will fail to meet
business objectives primarily due to poor design
(Source: Gartner)
•  Projected gamification growth to reach $5 billion by 2018
(Source: Mind Commerce)
•  80% of 2000 global organizations will have gamified
applications and/or processes by 2017
(Source: Mind Commerce)
•  50% of innovation practices will be gamified by 2015
(Source: Gartner)
•  40% of all gamers are women
(Source: Reality is Broken Jane McGonigal)
•  1 in 4 gamers is aged over 50
(Source: Reality is Broken Jane McGonigal)
Assump&ons •  Need to increase comple0on of academic qualifica0ons at all levels. •  Current ins0tu0ons cannot support the scale of growth needed to a;ain these targets •  Online has a large role to play •  Many people struggle to study online. •  Those who struggle most are likely to include those whose mo0va0on is low or have many disincen0ves to persist. •  The changing demographics in the US -­‐ this will be an issue for us all. •  Technology has evolved to a place where we can all experiment •  (Fact, not assump0on) Space Invaders came out in 1978 This may be a MOOC point but.. Language counts: Gamifica0on – adap0ve learning – personalized learning – serious games – gameful design – game dynamics direct assessment – inspired teaching Gameful design Gameful design is my word of choice for this week. It a;empts to convey that it is the cogni0ve science and behavioral psychology behind games, not games themselves that we should focus on. Look at the following principles (and pre;y slides) before we dig into examples: Games are beau*ful. They do not need to be jus*fied -­‐ Deterding Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Prac&&oner Case Studies • 
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UNH University of Waterloo USF MCLA University of New Hampshire Microeconomics Dr. Neil Niman University of Waterloo Business Ethics: Dr. Greg Andres University of South Florida The Fairy Tale MOOC: Dr. Kevin Yee MassachuseGs College of Liberal Arts Phil 101: Dr. Gerol Petruzella Q -­‐ Are there commonali&es here that accentuate student engagement? From the cases – I see (hope you saw) clear examples of: NARRATIVE / JOURNEY
REWARDS COOPERATION LEVEL OF CHALLENGE PERSONALIZATION AESTHETICS (REDUCED) FEAR OF FAILURE COMPETITION INTRINSIC MOTIVATION IMMEDIATE FEEDBACK FUN What is the main driver? Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Answer… Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Learning something new… Vs. Using a paGern you already know Most classes are biking straight uphill Games on the other hand The Intrinsic Mo&vator list 1) Tasks have clear goals and parameters / achievement is tangible yet achievable. 2)  Rules exist that are clearly stated. 3)  Concentra0on is required (by the student) 4) There are possibili0es for conflict, compe00on and/or coopera0on among par0cipa0ng students. 5) Time is stressed as a limi0ng factor (to encourage focus) 6) Reward structures are inherent to the system and clear to the students. 7) Immediate & Con0nual Feedback is provided. The Intrinsic Mo&vator cont’d 8) A sense of progressing through levels is apparent. 9) Storytelling narra0ve is involved or can be. 10) Curve of Interest – the journey through the materials evolves. 11) Aesthe0cs – the courseware is a;rac0ve and designed inten0onally to be so. 12) Fear of failure is reduced, as it is clear in the system that Replays or Do Over-­‐s are available. 13) Student has clear control over her/his ac0ons. 14) The student par0cipates with effortless involvement – it is clear what is expected from the moment of engagement. Great Teachers ALREADY do many of these: 1) Tasks have clear goals and parameters / achievement is tangible yet achievable. 2) Rules exist that are clearly stated. 3) Concentra&on is required (by the student) -­‐ appropriate level of challenge 4) There are possibili&es for conflict, compe00on and/
or coopera0on among par0cipa0ng students. 5) Time is stressed as a limi&ng factor (to encourage focus) 6) Reward structures are inherent to the system and clear to the students. 7) Immediate & Con0nual Feedback is provided. Great Teachers ALREADY do many of these: 8) A sense of progressing through levels is apparent. 9) Storytelling narra0ve is involved or can be. 10) Curve of Interest – the journey through the materials evolves. 11) Aesthe0cs – the courseware is a;rac0ve and designed inten0onally to be so. 12) Fear of failure is reduced, as it is clear in the system that Replays or Do Over-­‐s are available. 13) Student has clear control over her/his ac0ons. 14) The student par0cipates with effortless involvement – it is clear what is expected from the moment of engagement. Technology / Gameful Design can help: 1) Tasks have clear goals and parameters / achievement is tangible yet achievable. 2) Rules exist that are clearly stated. (or are immediately obvious) 3) Concentra&on is required (by the student) -­‐ appropriate level of challenge 4) There are possibili&es for conflict, compe&&on and/
or coopera&on among par&cipa&ng students. 5) Time is stressed as a limi0ng factor (to encourage focus) 6) Reward structures are inherent to the system and clear to the students. 7) Immediate & Con&nual Feedback is provided. Technology / Gameful Design can help: 8) A sense of progressing through levels is apparent. 9) Storytelling narra&ve is involved or can be. 10) Curve of Interest – the journey through the materials evolves. 11) Aesthe&cs – the courseware is aGrac&ve and designed inten&onally to be so. 12) Fear of failure is reduced, as it is clear in the system that Replays or Do Over-­‐s are available. 13) Student has clear control over her/his ac&ons. 14) The student par&cipates with effortless involvement – it is clear what is expected from the moment of engagement. The succinct list: Why should you act NOW? -­‐ It’s SIMPLE Student Intrinsic
Motivators for
Persistence in
Learning Environments
Cope
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Remember References: Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good prac0ce in undergraduate educa0on. AAHE Bulle*n, 39(7), 3–7. Csikszentmihalyi, M. (1990). Flow—The psychology of op*mal experience. New York, NY: Harper Press. Deci E.L., and RyanR.M, (2012) Mo*va*on, personality and development within embedded social contexts -­‐ The Oxford Handbook of Human Mo0va0on, Oxford University Press. Deterding, S., (2014) Gameful Design: Crea0ng Passionate Customers and Coworkers – h;p:// www.slideshare.net/dings/gameful-­‐design-­‐crea0ng-­‐passionate-­‐customers-­‐and-­‐coworkers Kapp, K. M. (2012). The gamifica*on of learning and instruc*on—Game-­‐based methods and strategies for training and educa*on. San Francisco, CA: Pfeiffer/ASTD. Kuh, G. D. (2009). The na0onal survey of student engagement: Conceptual and empirical founda0ons. New Direc*ons for Ins*tu*onal Research,141, 5–20. Schell, J. (2010). Design outside the box. Keynote speech at the Design Innovate Communicate Entertain Conference. Siemens, G.,Gasevic, D., Dawson, S., (2015) Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Bill and Melinda Gates Founda0on / Athabasca University h;p://linkresearchlab.org/PreparingDigitalUniversity.pdf Trippenbach, P. (2014) Kill it with Fire -­‐ Why Gamificaton Sucks and Game Dynamics Rule
hRp://trippenbach.com/2013/04/17/kill-­‐it-­‐with-­‐fire-­‐gamifica*on-­‐sucks-­‐game-­‐dynamics/ U.S. Department of Educa0on, Office of Planning, Evalua0on, and Policy Development. (2010). Evalua*on of evidence-­‐based prac*ces in online learning: A meta-­‐analysis and review of online learning studies. Washington D.C. Ques&ons / Comments / Discussion Kevin Bell Execu&ve Director of Curriculum Development and Deployment & Senior Fellow for the Lowell Ins&tute / Lecturer College of Professional Studies Northeastern University Email k.bell@neu.edu Skype kbell14_neu TwiRer kbell14 First in the World Grant Primary Inves0gator