@fantaghiro
2015-03-04T08:51:25.000000Z
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学习笔记 Lynda 教育游戏化 在进行
Remember
When Designing Feedback
Self-Determination Theory (SDT)
Gamification is the process of applying game elements, game mechanics, and game thinking to nongame situations.
Game Elements and Mechanics
Game Thinking is approaching the design process from the perspective of applying game mechanics to nongame situations.
Good Games Involve
Question: What is a game? Games have a goal. A game has specific rules. A game has to be challenging. Game is a system in which players engage in abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome, often eliciting an emotional reaction.
Game is different from the "simulation". Simulation is a realistic controlled risked environment where learners can practice specific behaviors or decisions and experience their impact of behavior and/or those decisions. They are practicing realistic, not abstract skills that they intend to apply to real situations.
Question: How many game elements can be added to a gamification experience before it becomes a game?
Content gamification is the application of game elements (such as story, challenge, curiosity, mystery, characters), game mechanics, and game thinking to alter content, making it more gamelike.
Example:
Original Design
Gamified Design
Structural gamification is the application of game elements (scoring, points, levels, badges and leaderboards) to propel a learner through content with no alteration or changes to the content. The content does not become gamelike, only the structure around the content.
Structural Gamification Example1
Structural Gamification Example2
Simply adding points, badges, or leaderboards doesn't motivate learners for very long. Structural Gamification requires careful application of points, badge, or leaderboards to get the most out of the it.
Scaffolding: Educational strategies and techniques that help move learners from their current level of knowledge to the next one.
Scaffolding techniques can include but not limited to :
Scaffolding
Scaffolding Works Through Use of
Use scaffolding in gamification in the following ways:
According to the SDT theory, gamification should allow the learner to make decisions that have an impact. It should provide the learner with small bits of information to learn at a time; then reward them. The content should be set up from least to most difficult. It should include social elements such as leaderboards or badges to connect learners.
Intrinsic Motivation: When someone is motivated by internal factors.
Extrinsic Movitation: When an activity is undertaken simply to earn a reward or to avoid punishment.
Some critics argue that gamification is all about extrinsic motivation. When the external factors get away, the learners will no longer be interested. This is also where controversy lies in gamification of learning. But both intrinsic and extrinsic motivation coexist in many educational settings.
As you implement gamification in learning, strike a balance between intrinsic motivation and extrinsic motivation in the following ways:
Distributed learning is studying a little bit of content at a time over a long period of time instead of cramming the content in all at once.
Distributed Learning
Retrieval Practice is basically testing or quizzing of the learner. Spaced retrieval improves the students' recall of the content.
When implementing gamification, consider using both distributed practice and testing.
Tips for Effective Learning
Episodic memory contains information about life experiences, usu. associated with a particular time or place, and are typically tied to strong emotions.
Episodic memory examples:
Episodic memories are stored in such a way that each memory is identified by a personal "tag."
With gamification, the possibility of creating episodic memory is very strong.
Warning
Be careful about creating negative emotional experiences with gamification.
When developing gamified solutions, an important design criterion needs to be a focus on the learning and on the game, but not only on the game. If the learner is too caught up with winning the game, s/he may have negative feelings associated with the learning if s/he's hope fail. On the other hand, if the gamification focuses too much on learning, its motivational and engaging experiences becaome lost.
Ways to Encourage Episodic Memory
Racing involves one or more individuals competing to cross some type of finish line.
Escape learners or players are moving away from a threat or danger rather than toward a finish line or completion.
Examples
When using Race or Escape Formats:
Collecting is one the learner attempts to colelct pieces, cards, or other items
Acquiring is when the learner takes items, resources, or territories from others or a central "bank", through various gameplay mechanisms.
Allocating has a limited amount of resources and must carefully consider the use of those resources.
When Collecting, Acquiring, and Allocating Resources
People don't like "open loops."
Mystery is when learners have incomplete information and they must find the missing information.
Discovery is when learners find new information through activities
How to set up mysteries
When Using Mystery and Discovery
Strategy requires learners to outwit and outmaneuver fellow players through careful decision making, planning several moves ahead and attempting to predict outcomes.
When Using Strategy
Constructing and creating utilizing resources to build or create something new or unique
When Building or Constructing
Pattern Recognition is the ability to recognize order in chaos or to see relationships in disjointed information. It involves creating, indentifying, or predicting a pattern.
When Using Pattern Recognition
A Goal adds purpose, focus, and measurable outcomes. A goal provides a method of measuring the quality of gamified interaction.
Goal is a primary devide for:
Goals give a player the freedom and autonomy to use different approaches and methods.
Goals Must Be
Rules are necessary to ensure that goals are obtained fairly and within the proper parameters.
Operational Rules: Rules that describe how the gamification experience works.
Objectives are what you want the learners to know or be able to do as a result of their gamification experience.
Conflict is a challenge provided by a meaningful opponent or the gamification experience. To win a challenge, the player must actively defeat the opponent or the game and see who will be the last player standing.
Cooperation is the act of working with others to achieve a positive outcome. This is the social aspect of gamification.
Competition occurs when the opponents are constrained from impeding each other and instead devote their effort to optimizing their own performance.
The N-effect: Keeping the number of competitors relatively few, for optimum engagement.
Conformational Feedback is designed to indicate the degree of "rightness" or "wrongness" of a response, action, or activity."
Corrective Feedback guides the learner toward the correct instructional outcome.
Explanatory Feedback is corrective but in addition to providing the correct answer, explanatory feedback also includes relevant information about why an answer is correct.
Diagnostic Feedback attempts to diagnosis why the incorrect response was chosen. It attempts to correct common misperceptions or ideas.
Natural Feedback is when the learner receives the same type of feedback he or she would be in the naturla world.
Artificial Feedback is when the learner receives feedback in the form of text or an explanation that would not occur in the real world.
Should learners be rewarded for completing an activity, or should they be rewarded for how well they completed it?
Measurement Achievements are given to a learner for completing a task to a certain degree.
Completion Achievements are awarded to a learner for completing a task. It doesn't measure the quality of the completion.
Points help a player identify how far she has progressed through a gamification experience. They can literally be points or can be coins or another visible sign of success/progress.
Badges are typically awarded for non-linear accomplishments within a game. This can be a scoring streak or it can be for collecting items that aren't essential to winning, -- or for learning certain information.
Leaderboards display who has earned the most points or awards in a gamified environment. It is a list of the top scores in the game, viewable by all players.
How do you create a gamification experience that appropriately challenges players at multiple levels of expertise and experience?
Mode one: Easy → Intermediate → Hard
Start by creating a difficult level. Then create a novice level. Last, create the intermediate level.
Mode two: Demonstration → Practice → Test
Level 1: Demo Mode. Level 2, Practice Mode. Level 3, Test or "Free Play" Mode.
Basic is the first level of the gamification experience; it guides the learner and sometimes teaches the learner.
Intermediate level is designed to be not too hard or not too easy. The level where most learners will participate in the experience.
Hard is the most difficult, with no help or guidance to the learner. They must know what they are doing.
Storytelling provides the context for the learning. Should include characters, plot, tension, and resolution.
Story Elements
Adding game elements and involving the learner in the story can make the learning even more powerful and memorable.
Story Format within Video Games
Results are presented in positive manner
The replay button or do-over gives the player permission to fail.
In games and gamification, exploring failure and what failure means is a valued approach.
Winning without failure or a do-over is often a dissatisfying experience.
Failure provides the learner with the freedom to explore the learning environment and to motivation to try different or unusual things without the fear of dire consequences.
Replayability The chance to try something again adds an additional level of content to gamification because it makes the learner reconsider his or her approach to mastering content or winning.
Scoring allows learners to judge their progress and how much effort they want to put into a particular activity.
Thinking like a Game Designer
Provide opportunities for the learner to demonstrate mastery of content
Show visible signs of progress
Gamification of eLearning:
Structural Gamification
Look for a System that Allows
Content Gamification
Gamification Practice