BAM! EEEEEK! POW! What Video Games Can Teach Us About e

Transcription

202
BAM! EEEEEK! POW!
What Video Games Can Teach
Us About e-Learning Feedback
Julie Dirksen, Allen Interactions
December 7 & 8, 2006
Produced by
Designing & Developing
Online Assessments & Evaluations
Online Assessments and Evaluations
What Video Games
Can Teach Us About
e-Learning
Feedback
OR
Session 202 – BAM! EEEEEK! POW! What Video Games Can Teach Us About eLearning Feedback, Julie Dirksen, Allen Interactions
Page 1
What games do you play?
•
Types of games (poll)
– Adventure / Strategy
– Role-playing game (RPG)
– MMOGs (Massive
Multiplayer Online Games)
– Sports / Racing Arcade
– First person shooter (FPS)
– Puzzle (Tetris and the like)
•
Platforms (poll)
– Console games (xBox,
Playstation, Nintendo)
– Online single player games
– Online multi-player games
– Other PC or Mac Games
•
What are some favorites?
Please type your response in Chat
– Simulation
Page 2
Evaluation in e-learning:
Let’s play a game
Page 3
What types of evaluation did you
see?
• Please type your response.
Evaluation in e-learning:
Page 4
Points
Page 5
How games do evaluation:
Collecting
Time
Page 6
Leveling
How can this work for eLearning
evaluation?
Page 7
And just what are we evaluating?
Comprehension
Conscious Action
Synthesis
Knowledge
Analysis
Conscious Effort
Application
Cognitive
Familiarization
Proficiency
Psychomotor
Skills
Comprehension
Unconscious Competence
Affective
What are you hoping for?
•
•
•
•
•
•
Familiarization
Comprehension
Conscious Effort
Conscious Action
Proficiency
Unconscious Competence
- From Electronic Performance Support Systems by Gloria Gery
Page 8
Points in eLearning
• Example: Manpower
Page 9
What potential benefits are there
for Points in eLearning?
•
•
•
•
Greater degree of ambiguity
Multiple points-based outcomes
--What could you use this for? Please type
your response in Chat
Collecting
• Example: New Hire Orientation
Page 10
for Collecting in eLearning?
•
•
•
•
•
Different types of elements to be collected
Motivational element
Tracking progress
---What could you use it for? (Please type
your response).
Page 11
Special Collecting: The Power-up
• Improve the abilities of the player
Leveling
• Examples: Dialog Coach
Page 12
• Examples: Dialog Coach
Leveling
Page 13
for Leveling in eLearning?
•
•
•
•
•
Intermittent goals and overall goal
Variable mastery of levels
Gradual improvement of skills
--What could you use it for? Please type
your response in Chat
What if completion was enough...
Page 14
Completion
• Build enough factors into completion, and
you have conclusive evidence that the
learner knows the material to a specific
level.
• Completion=Proficiency
Completion=Proficiency
• Can this work? Please type your response
in Chat
Page 15
Making this work
• Is using learning games:
Learning?
Or Evaluation?
Or Learning?
Or Evaluation?
Or Learning?
Or Evaluation?
Page 16
Cycles of Expertise
• Principle: Expertise is formed in any area by
repeated cycles of learners practicing skills until
they are nearly automatic, then having those
skills fail in ways that cause the learners to have
to think again and learn anew...
• Games: Good games create and support the
cycle of expertise...This is, in fact, part of what
constitutes good pacing in a game.
- James Paul Gee
It’s all integrated
• If you do it right, the game / learning
experience will provide the evaluation.
• If you are not proficient enough, you don’t
move on until you are proficient.
• Completion = proficiency
Page 17
So, can we just put more levels into
eLearning?
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
TEST
TEST
TEST
TEST
TEST
What does this get us? Please type your response in Chat
Making this work
• It’s all integrated.
• People have to be ENGAGED.
• So how are games different?
Page 18
Why can it work in games?
“It may sound trite, but for us educational games
are first and foremost games. Whether a bona-fide
contest with logical rules and a winning condition,
or a Sim City-style sandbox playtoy, a game
experience needs to have certain basic elements
to be a meaningful experience for players.”
- Eric Zimmerman
What are those basic elements?
Page 19
It’s all about the brain
What is going on when you are
learning something new?
Well, your frontal
cortex gets busy.
It starts burning a
lot of fuel, and
fills up pretty
quickly.
Page 20
What is going on when you using a
regular pattern you already know?
That leverages
the basal ganglia
– a part of the
brain that can run
without a lot of
conscious
attention.
How is most eLearning structured?
Module 1
Intro
Module 2
New Info
Module 3
More
new Info
Module 4
Even
more
new Info
Module 5
Yet again
with the
new info
Module 6
Summary
Whew!
Page 21
How are most games structured?
Level 1
Some new
stuff, pretty
easy
though
Level 2
Stuff you
know plus
a bit more
Level 3
Stuff you
know,
maybe a
little
faster
Level 4
Stuff you
know
plus a bit
more
Level 5
Stuff you
know,
kicked up
a notch
Level 6
Boss
Fight
Ability
It’s a lot like flow:
w
Flo
el
nn
a
Ch
Challenge
- Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
Page 22
It also allows you to pay attention
to what’s different.
Whew!
In this model, everything is new and
everything is important (so nothing is).
It also allows you to pay attention
to what’s different.
Whew!
In this model, the new material is
mixed in with existing stuff, so the
new material stands out.
Page 23
We all need a rest sometimes:
Whew!
If you don’t give people a break, they will
take it anyway.
Wait, this is
important
Brain dead,
leaking out
the ears
Tuned out
Okay, I
get it
Uh huh.
Uh huh...
Kind of
distracted
Pacing in games
• Games: Good games create and support the
cycle of expertise...This is, in fact, part of what
constitutes good pacing in a game.
- James Paul Gee
Page 24
Goals, Goals and Goals
• Immediate, Short-term and Long-term
goals
Goals in Diner Dash
• Immediate Goal – Task / Level
• Short-term Goal – Stage
• Long-term Goal – Game Completion
Page 25
Long-term Goal: The boss fight
When you put all the skills
you’ve learned together to
beat the BOSS.
The boss fight
“On the boss fight, you are
ready to fail 5-6 times until
you get it.
If I get a boss on the 1st try,
I think it’s too easy.”
- MS Hunter
Page 26
Better than a Skinner Box
•
•
•
•
Positive Feedback
Negative Feedback
Reward
Punishment
It’s not that easy
• “many times we’ve seen educators
entering into game development that are
content to transfer the style of games onto
educational tasks without understanding
the substance of what makes a game
work“
– Eric Zimmerman
Page 27
What makes it work?
• Getting and keeping attention
What makes it work?
• How many people have had to take the
written drivers test lately?
Right
Rightof
ofWay
Wayand
andYielding
Yielding
Right-of-way
Right-of-wayand
andyielding
yieldinglaws
lawshelp
helptraffic
trafficflow
flowsmoothly
smoothlyand
andsafely.
safely.
They
Theyare
arebased
basedon
oncourtesy
courtesyand
andcommon
commonsense.
sense.Violation
Violationofofthese
these
laws
lawsisisaaleading
leadingcause
causeofoftraffic
trafficcrashes.
crashes.
When
Whentwo
twovehicles
vehiclesreach
reachan
anintersection
intersectionatatthe
thesame
sametime,
time,and
andthere
there
isisno
notraffic
trafficlight
lightor
orsignal,
signal,the
thedriver
driverofofthe
thevehicle
vehicleon
onthe
theleft
leftmust
must
yield
yieldto
tothe
thevehicle
vehicleon
onthe
theright.
right.
-Minnesota
-MinnesotaDriver’s
Driver’sManual
Manual
• Think about how that feels.
Page 28
Now, how about this?
• How does this one feel?
If there’s no urgency...
Most of the burden is
on the frontal cortex.
Page 29
What’s happening here?
The Amygdala is
saying:
“PAY ATTENTION!
This could be
important.”
What makes it work?
• Balanced gameplay: expectation, surprise
and reward
Page 30
Good surprises are good
• Pleasant surprises cause a dopamine
spike
“PAY ATTENTION!
If this is good, then
you want more.
Even bad surprises are good
• Unpleasant surprises cause a dopamine
drop.
“PAY ATTENTION!
This is bad. Avoid in
future.”
Page 31
No surprises are bad
Hmm. I wonder
what I should
have for dinner...
Games do this well
Gold
Coin
Gold
Coin
Gold
Coin
Gold
Coin
Super Platinum Hammer of Death™
that lets you SQUASH evildoers!!!
Page 32
It’s also about the rewards
"The feedback and reward
needs to be equal to the
frustration and effort."
- MS Hunter
It’s all integrated
• Some of this is more about game design
than game as evaluation.
• It’s the same thing.
Page 33
What’s the catch?
• Games are good at teaching you how to
play games (not necessarily how to
actually do things)
Page 34
Examples
Page 35
Page 36
Examples
Page 37
Questions?
Page 38
References
• Books
– Electronic Performance Support System by Gloria Gery
– Flow: The Psychology of Optimal Experience by Mihaly
Csikszentmihalyi (A reasonable Wikipedia explanation can be found at
http://en.wikipedia.org/wiki/Flow_(psychology) )
– What Video Games Have to Teach Us About Learning and Literacy
by James Paul Gee
• Game Articles:
References
– Learning to Play to Learn - Lessons in Educational Game Design by
Nick Fortugno & Eric Zimmerman
http://www.ericzimmerman.com/texts/learningtoplay.htm - originally
published in Gamasutra
http://www.gamasutra.com/features/20050405/zimmerman_01.shtml
(Other publications by Eric Zimmerman
http://www.ericzimmerman.com/writings.html)
– Behavioral Game Design by John Hopson
http://www.gamasutra.com/features/20010427/hopson_01.htm
– Proof of Learning: Assessment in Serious Games by Sande Chen
http://www.gamasutra.com/features/20051019/chen_01.shtml
– Learning by Design: Games as Learning Machines by James Paul Gee
http://www.gamasutra.com/gdc2004/features/20040324/gee_01.shtml
Page 39
References
• General Articles
– The Neuroscience of Leadership by David Rock and Jeffrey Schwartz
http://www.strategy-business.com/press/freearticle/06207
– The New Science of Change by Christopher Koch
http://www.cio.com/archive/091506/change.html
– Hijacking the Brain Circuits With a Nickel Slot Machine by Sandra
Blakeslee
http://select.nytimes.com/search/restricted/article?res=F70A14F7355B0C7
A8DDDAB0894DA404482 (paid access)
– Getting past the brain's crap filter Posted by Kathy Sierra on December
22, 2004 on Creating Passionate Users Blog
http://headrush.typepad.com/creating_passionate_users/2004/week52/inde
x.html
References
• Egghead stuff
– Predictability Modulates Human Brain Response to Reward by
Gregory S. Berns, Samuel M. McClure, Giuseppe Pagnoni, and P. Read
Montague http://www.ccnl.emory.edu/greg/Koolaid_JN_Print.pdf (Other
recent publications by Gregory Berns http://www.ccnl.emory.edu/greg/)
– When Things Are Better or Worse than Expected: The Medial
Frontal Cortex and the Allocation of Processing Resources
http://www.hnl.bcm.tmc.edu/articles/JNeuroScience2006PottsMontague
.pdf Geoffrey F. Potts, Laura E. Martin, Philip Burton, and P. Read
Montague (Other recent publications by Read Montague
http://www.hnl.bcm.tmc.edu/faculty.html)
– Reward signaling by dopamine neurons by Wolfram Schultz
http://www.biopsychiatry.com/dopaminerev.htm
– Recent publications by Jonathan Cohen
http://www.csbmb.princeton.edu/ncc/jdc.html
Page 40
References
• Games
– Diner Dash:
http://www.shockwave.com/gamelanding/dinerdash.jsp
– Driver's Ed Game:
http://www.venisproductions.com/games/drivers_ed/drivers_ed.h
tml
– Super Collapse 3:
http://www.shockwave.com/gamelanding/collapse3.jsp
– Luck Charm Deluxe:
http://www.shockwave.com/gamelanding/luckcharm.jsp
Page 41

BAM! EEEEEK! POW! What Video Games Can Teach Us About e

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