The Six Facets of Serious Game Design: A Methodology Enhanced by our Design Pattern Library B. Marne, J. Wisdom, B. Huyn-Kim-Bang, J-M. Labat

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat2 Serious Game Design is about Collaboration 2 types of experts ● With some different skills ● And some common skills Must work together to design a serious game With the common goal to mix fun and learning

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat3 Outline Research Questions The Six Facets of Serious Game Design The Design Pattern Library Discussion and Future Work Conclusion

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat4 Research Questions How to help... Pedagogical Experts to understand the aims, means, and methods of the Game Experts? Vice versa: Game Experts to understand the aims, means and methods of Pedagogical Experts? Both stakeholders to speak the same language during the design of a serious game? → We have built a conceptual framework: The Six Facets of Serious Game Design

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat5 Outline Research Questions The Six Facets of Serious Game Design The Design Pattern Library Discussion and Future Work Conclusion

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat6 The Six Facets of Serious Game Design A conceptual framework aiming ● To improve design process ● To extract Design Patterns Each facet is an aspect of the design process defined by: ● A common design problem ● A general solution ● The type of experts involved

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat7 – Facet #1 – Pedagogical Objectives How to define the pedagogical content? Describe the knowledge model (including misconceptions) of the domain and the educational objectives

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat8 – Facet #2 – Domain Simulation How to respond consistently and coherently to the correct or erroneous actions of the game players within a specific unambiguous context? Define a simulation based on a formal model of the (educational) discipline

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat9 – Facet #3 – Interactions with the Simulation How to engage the players by allowing them to interact with the simulator? Define the interactions with the formal model through the intrinsic metaphor chosen for the specific SG

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat10 – Facet #3 – Interactions with the Simulation How to engage the players by allowing them to interact with the simulator? Define the interactions with the formal model through the intrinsic metaphor chosen for the specific SG Intrinsic metaphor: “a virtual environment and a gaming experience in which the contents that we want to teach can be naturally embedded with some contextual relevance in terms of the game-playing [...]” [Fabricatore 2000]

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat11 – Facet #4 – Problems and Progression Which problems to give the players to solve and in which order? Design the progression taking into account both required knowledge acquisition (pedagogy) and the progress of the player (fun) from one level to the next

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat12 – Facet #5 – Decorum Which type of multimedia or fun elements, unrelated to the domain simulation, will foster the motivation of the players? Define some visual, audio atmosphere and a scenario to foster motivation

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat13 – Facet #6 – Conditions of Use How, where, when, and with whom the game is played? Define the conditions of use of the SG: it can be played by one or several players, in class or online, with or without an instructor etc.

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat14

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat15 Outline Research Questions The Six Facets of Serious Game Design The Design Pattern Library Discussion and Future Work Conclusion

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat16 A Design Pattern Library to Foster Collaboration A formal language to describe good practices ● Design Patterns [Alexander et al. 1977]  Context, Problems, Forces,  Solution, Examples, Related patterns A set of common best practices ● Domain centered ● Indexed into a pattern language to be found easily A lexicon ● built thanks to the DPs to foster communication and collaboration

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat17 Previous Work DPs for TEL → no game design aspect e.g.: [Delozanne et al. 2007] DPs for Games → no pedagogical aspect e.g.: [Aldricht 2009], [Björk & Holopaienen 2005] DPs for Serious Games: mixing fun and pedagogy. e.g.: [Kiili 2007] → Our goals: Collect reusable DPs for SG design Organize them within our conceptual framework

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat18 Methodology Bottom-up → empirical method Steps: ● Collect DPs ([Kiili 2007], [Björk & Holopaienen 2005], etc.)  They are reusable ● In-deep analysis of 6 SGs design documents  Partner companies: KTM-Advance, Ad-Invaders ● Interviews with designers ● Analysis of several successful SGs → 42 Design Patterns Collaborative Library

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat19 Example #1: “Reified Knowledge” (1) Facet #4: Problems and progression Context: ● A variety of competences and knowledge issues Problem: ● helping users become more aware of their acquired knowledge Forces: ● how to give feedback and maintain the player in the Flow? ● How to use feedback to enhance motivation?

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat20 Example #1: “Reified Knowledge” (2) Solution: ● Represent items of knowledge or skills with virtual objects to be collected Examples: ● America’s Army, Ludiville... Related Patterns: ● Object Collection

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat21 Example #2: “Time for Play / Time for Thought” (1) Facet #3: Interactions with the simulation Context: ● A Game-Based Learning Blend with a list of educational objectives, including high-level knowledge Problem: ● How can one teach high-level knowledge? Forces: ● Difficulty to concentrate on the interactions of the game while being engrossed in high-level thinking at the same time ● Instantaneous interaction in video games while some knowledge acquisition requires standing back and taking time to ponder over what is to be learned

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat22 Example #2: “Time for Play / Time for Thought” (2) Solution: ● Define 2 phases:  Intensive action phases for practice and training → Implement Pedagogical Gameplay during action phases (discovery, experiencing emotionally, or experimenting with new knowledge)  Reflective phases for thought and reflection (less intensive phases) → use Debriefing to return to what has been happening during the action. Examples: ● Defense Immunitaire (game with two phases), Ludiville or CellCraft (games with Debriefings) Related Patterns: ● Pedagogical Gameplay, Debriefing, Reified Knowledge, Advanced Indicators, Two Learners Side by Side

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat23 A 42 Design Patterns Library [Facet #1] Pedagogical Objectives: Categorizing Skills, Price Gameplay vs. Educational Goals [Facet #2] Domain simulation: Simulate Specific Cases, Build a Model for Misconceptions, Elements that Cannot be Simulated, An Early Simulator, Do not Simulate Everything [Facet #3] Interactions with the simulation: Museum, Social Pedagogical Interaction, Serious Boss, Protege Effect (K), Advanced Indicators, Validate External Competencies, Questions – Answers, New Perspectives, Pedagogical Gameplay, Microworld Interaction, Time for Play /Time for Thought, Quick Feedbacks, Teachable Agent (K), In Situ Interaction, Pavlovian Interaction, Debriefing [Facet #4] Problems and Progression: Measurement achievements, Surprise, Smooth Learning Curve (GD), Fun Reward, Game Mastery, Freedom of Pace, Reified Knowledge [Facet #5] Decorum: Object Collection, Local Competition, Loquacious People, Graduation Ceremony, Fun Context, Wonderful World, Narrative Structures (GD), Serious Varied Gameplay, Informative Loading Screens, Hollywoodian Introduction, Comical World [Facet #6] Conditions of use: Two Learners Side by Side

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat24 Outline Research Questions The Six Facets of Serious Game Design The Design Pattern Library Discussion and Future Work Conclusion

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat25 Fieldwork Tested with 20 students in video game (ENJMIN school) ● DPs on game design were not useful for them ● Not enough DPs on educational aspects (useful for them) Tested with 2 teachers (secondary school and university) ● DPs on game design were very useful for them (solutions of gameplay to pedagogical problems) Tested during a collaborative SG design (Donjons & Radon) ● DPs helped the game designer to take pedagogical aspects into account. Community evaluation started (online library)

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat26 Future Work: Evaluation of the DP Library Analysis of the Library users tracking logs Compliance with the specifications of an SG made with or without DPs: ● We are building a typology for SGs based on the Six Facets ● Define the initial type: type of the SG the stakeholders asked for ● Compare with the final type: type of the SG that has been made Valences of a typical TEL system

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat27 Future Work: Evaluation of the DP Library Analysis of the Library users tracking logs Compliance with the specifications of an SG made with or without DPs: ● We are building a typology for SGs based on the Six Facets ● Define the initial type: type of the SG the stakeholders asked for ● Compare with the final type: type of the SG that has been made SG with an intrinsic metaphor

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat28 Outline Research Questions The Six Facets of Serious Game Design The Design Patterns Library Discussion Conclusion

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat29 Conclusion Our DP library can give elements of a language that helps pedagogical experts to understand aims, means and methods of game experts Video game experts are interested in some more pedagogical oriented DPs → We have built a collaborative web site for our DP Library where users can:  Vote and comment on DPs  Translate DPs  Modify and create DPs

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat30

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat31 Pedagogical Objectives: States of the Water

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat32 Formal Simulation Model: PVT Diagram

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat33 Interactions with the Simulation: Tower Defense Interactions

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat34 Problems and Progression: Measurement Achievements

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat35 Decorum: Comical World

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat36

DPs for the 6 Facets / EC-TEL 2012 Marne, Wisdom, Huyn-Kim-Bang, Labat37 Another View of the Facets