How to integrate educational principles and game mechanics

How to integrate educational principles and game mechanics Nick Degens

Dr. Nick Degens Lector User-Centered Design Hanze University of Applied Sciences

Professorship User-Centered Design • Adaptive Systems – Educational Tools – Persuasive Tools – Affective Tools • New Technologies – Affordances & Interaction – Hardware Capabilities

Underground, 2015 Jumpy Car ADHD, 2014 Ludomedic, 2011

Schell, 2008

Three-Dimensional Model Degens, Bril, Braad, 2014

Open-Ended Questions § Can we identify a number of salient dimensions of educational game design? § Can we use these dimensions to define important patterns in the interaction of users with the game and associated learning goals? § Can we improve and further formalise the design of educational games using these patterns?

Game vs. User Important questions: § What (kind of games) is the user interested in? § Is interaction a core aspect of the gameplay (vs. instrumental)? § How is the player motivated to continue playing the game? § Challenge? § Story?

Game vs. User Progenitor-X, 2012

Game vs. User Mario Teaches Typing, 1991

User vs. Learning Important questions: § What kind of feedback does the user receive (right type, place, time)? § Does the educational content align with the knowledge/skills of the user? § How does the educational content relate to real world activities?

Europa Universalis 4, 2013

Wally Bear and the NO! Gang, 1992

Game vs. Learning Important questions: § How are the game mechanics and the learning objectives aligned (are they even aligned)? § What is the balance between the entertainment and educational aspects of the game?

Rex Ronan: Experimental Surgeon, 1994

I. M. Meen, 1995

Code of Everand, 2009

Analysis of Grand Prix Multiplication, 2013

Grand Prix Multiplication

Grand Prix Multiplication

Grand Prix Multiplication

Grand Prix Multiplication

Grand Prix Multiplication

Grand Prix Multiplication What if the user does not know these rules?

Grand Prix Multiplication Is this enough to motivate the player?

Grand Prix Multiplication Does the user have enough time to reflect?

Analysis of Zombie Division, 2007

Analysis of Zombie Division

Analysis of Zombie Division

Analysis of Zombie Division

Analysis of Zombie Division

Analysis of Zombie Division

Analysis of Zombie Division What if they don’t know the tables?

Analysis of Zombie Division What if they don’t see the feedback (no time…)

Some discussion topics 1. Can these games be played without teacher supervision (and what would that require of the game)? 2. How do we ensure transfer to different contexts or topics? 3. How do we ensure that learners become more intrinsically motivated? 4. What would be required of teachers to start using these games as part of their curriculum?

Future steps

Future steps How do we (automatically) adapt educational games to match the knowledge and skills of learners?

Future steps How do we ensure that the gameplay mechanics ‘match’ the learning goals?

Take-home message • In addition to validating games ‘as a whole’ (which is expensive and time -consuming)… • … we should better understand the impact of game mechanics on different types of learning outcomes… • … so it will be easier to select new game mechanics for similar problems in the future.

Dr. Nick Degens Lector User-Centered Design d. m. degens@pl. hanze. nl | @nickdegens