The role of “mechanics” in the serious game design process.

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Presentation transcript:

The role of “mechanics” in the serious game design process. Dr. Nick Degens

Associate Professor User-Centered Design Dr. Nick Degens Associate Professor User-Centered Design Hanze University of Applied Sciences Professorship User-Centered Design

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

Three Dimensions of Educational Game Design There is a need to: Explicitly formalise the learning objectives and the process in which users acquire new knowledge or skills Explicitly formalise the core game mechanics Explicitly formalise the capabilities of the user and understand how these aspect relate to each other.

Analysis of Grand Prix Multiplication

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

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…)

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