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# Not WHEN Games but WHICH Learning Games

L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games

L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games

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### Not WHEN Games but WHICH Learning Games

1. 1. TU 102 Not WHEN Learning Games but WHICH Learning Games Sharon Boller, President Bottom-Line Performance, Inc. www.bottomlineperformance.com Twitter: @Sharon_Boller
2. 2. About me…. Game-lover(!), learner, author, instructional designer, game designer, dog-lover and owner, Mom, wife, cyclist. Oh…and president, Bottom-Line Performance.Sharon Boller
3. 3. Not “When are games…?” But “Which kind of games…? Bottom-Line Performance 3
4. 4. Cat and Mouse If you’re the cat – get the mouse within 30 seconds. If you’re the mouse, evade the cat for 30 seconds.
5. 5. Newton Make the other person’s feet move within 17 seconds.
6. 6. Number Race Round 1: Pair up. Work together to count to 25 – in 2’s – w/in 15 seconds
7. 7. Number Race Round 2: Pair up. Work together to count to 25 – in 2’s – w/in 10 seconds
8. 8. Sequence Align the cards into the specified sequence within 2 minutes.
9. 9. Bottom-Line Performance 9 • Each row has a 25-card deck. • Person #1 within a row deals out cards to every other person in the row. • Hand out all cards. • Make sure cards make it all the way to other end of row. • This might mean you need to leave TWO spaces between card holders. • It may mean you need to give some people TWO cards. Set up and Rules
10. 10. Bottom-Line Performance 10 • You have 2 minutes to re-arrange the cards or yourselves so the words on the cards match the order they appear on the slide I’m about to show. • Discard cards that do not belong. • To win: Person #1 should hold the first card on the list. The rest should be held by Persons 2 – 14 in the row. Person #15 should have all discards. If your row has more than 15 ppl, not everyone will have cards. • Only the initial noncard holders can talk. Nonverbal cues are allowed. Set up and Rules
11. 11. Bottom-Line Performance 11 Correct Sequence 1. Activity 2. Explicit 3. Goal 4. Challenge 5. Rules 6. Players 7. Interactivity 8. Players 9. Game Environment 10.Feedback Mechanisms 11.Clear Cues 12.Performing 13.Quantifiable outcome 14.Emotional reaction 30 60 90 120
12. 12. Bottom-Line Performance 12 A game is… • An activity with an explicit goal or challenge • Rules for players and the system (computer games) • Interactivity with other players, the game environment (or both) • Feedback mechanisms that provides players with clear cues on how they are performing. • It results in a quantifiable outcome (you win, you lose, you hit the target, etc.) and often triggers an emotional reaction in players.
13. 13. Game Goal Stay in business and minimize costs. Align the cards while using the least amount of \$\$ and time to accomplish the task. Turning this into a learning game…
14. 14. Bottom-Line Performance 14 • Each row is a business. Your business is working on an essential project. Each 30 seconds used costs your business \$300,000. 30 seconds = 1 month. • The person in the left-most chair is the project manager. • Each person in your row contributes \$10,000 to this cost. • Finish the task within 2 minutes and earn a bonus for each team member. • If you need more time at 2 minutes, the PM must eliminate at least two jobs. • If you are not successful within 4 minutes, your company goes bankrupt. Rules to Know
15. 15. 15 What “fun” was in these games? How did this “fun” engage us?
16. 16. What’s required to learn and remember Bottom-Line Performance 16 Motivation Relevant Practice Specific, Timely Feedback Spacing & Repetition Story Ability to retrieve Mental involvement (aka “engagement” Memory builders
17. 17. How games help learning & remembering Bottom-Line Performance 17 Motivation and emotion: Game goals, challenges, competition (against time, the game itself, other teams), reward structures Relevant practice: Connection between in-game challenge & on-the-job need, linkage between game rules and real-world constraints and environmental factors, reward structures that mirror real-world, levels w/in game, game loops Timely, specific feedback: Consequence of choices on game progress and status, comparison to performance of other players or game system; “Game loop” itself also supplies feedback as players experiment with different strategies and observe results. Spaced repetition: Levels, replayability Story: Theme, narrative and characters (Note: not every game has story)
18. 18. So how do you get started designing them? It all starts HERE!
19. 19. Social/Party Game: Fibbage 1. Game goal: Score the most points by being 1) the best liar, and 2) best able to spot the truth. 2. To get started: 1. Need 8 volunteers to play; 100 people can join in with personal scoring. 2. Go to jackbox.tv and enter code.
20. 20. 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?) 6. Any ideas you could pull into a learning game? Evaluate Fibbage
21. 21. How do you get started? 1. Play and evaluate games to expand your game design ideas. 2. Consider ALL kinds of games: board games, experiential games, digital games. When you need digital, consider going outside a rapid authoring tool. “Will the world collapse if a game DOESN’T get tracked in the LMS?” 3. Think cooperative instead of just competitive.
22. 22. How do you get started? 5. Embed within a curriculum; don’t make the GAME = the course. 6. Go beyond points, badges, leaderboards (PBLs); recognize the power of aesthetics, story, and theme; be more intentional about game elements you choose. 7. Decrease complexity. 8. Link game elements to real-world job constraints or challenges when possible.
23. 23. Make games a part and not the whole http://bottomlineperformance.com/passwordblaster
24. 24. Go beyond “PBLs” – way beyond PBLs are fun…for awhile. This Guru games does use them – but goes beyond them as well. Check out ATDGame Design Guru to see what else we used. theknowledgeguru.com/ATDGameDesignGuru/
25. 25. Use power of aesthetics, themes
26. 26. Choose game elements with intention Time Cooperation Chance Strategy Levels Think about commercial games you play – and how they use these elements. How do you fit these same elements EFFECTIVELY into a learning game?
27. 27. How about these ideas? • Time – to compress real-world time, to provide element of stress that mimics real-world, to manage duration of learning experience, to serve as a resource that must be managed (much like it must be managed in real-world). • Cooperation – to foster collaboration and teamwork (assets in real-world, to increase and / or maintain learner engagement, to mimic real-world cooperation required in a job or process • Strategy – to encourage problem-solving or use of judgment, to force people to manage limited resources (a frequent real-world constraint) • Chance – to help “balance” a game so people don’t opt out if they fall too far behind; to mimic real-world “chance” events such as a person getting sick, someone quitting, a natural disaster, etc., to force people assess and manage risk. • Levels – to help balance a game so that different experience levels can play; to allow people to learn via play by having an easy level precede harder levels, to increase complexity as players gain experience.