APPLIED GAMES. College 2. Joske Houtkamp Jan Dirk Fijnheer. Week 2. 15/09/2017. Information and Computing Sciences Utrecht University

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1 APPLIED GAMES College 2 Joske Houtkamp Jan Dirk Fijnheer Week 2. 15/09/2017 Information and Computing Sciences Utrecht University

2 Programma 11.00u 11.45u: Terugkoppeling Challenges & Discussie Leaderboard: Joske 11.45u 12.00u Koffiebreak 12.00u 12.45u College: Jan Dirk 12.45u 13.15u Lunch 13.15u 13.45u Gastspreker: Eline Bijkerk 13.45u 14.10u Game evaluatie opdracht: JD & Eline 14.10u 15.00u College: Jan Dirk Literatuur Kapp, Chapter 2 (25-50), Chapter 6 ( ) Wouters & van Oostendorp Eds.(2017). Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Chapters 7 & 9

3 Serious Fun

4 Fun Serious Fun

5 Fun versus Serious So Called: Entertainment Games Serious Games / Applied Games Persuasive Games Simulation Games Education Games Gamification

6 Fun versus Serious Games are interactive (the player can make actions), rule based (events are bound within a set of rules), challenging (opportunities exist for success and for overcoming difficulties), responsive (the game responds to player actions), and goal oriented (the player works to achieve a knowable goal and can monitor progress along the way). (Garris et al., 2002; Mayer, 2014a; Mayer & Johnson, 2010; Sitzmann, 2011; Vogel et al., 2006; Wouters et al., 2013) Simulations can be defined as representations of a real-world system or process that allow the learner to test variables to see how the system will respond or to practice certain behaviors or skills that may be dangerous or cost-prohibitive to perform in real life. (Merchant, Goetz, CiFuentes, Keeney-Kennicutt, & Davis, 2014; Sitzmann, 2011; Vogel et al., 2006; Wouters et al., 2013).

7 Verwachting gebruiker van een Apllied Game perceptie categorisering cognitieve effecten invloed op het gedrag Perceptie van attributen Vergelijking van attributen nieuw item (AG) met attributen van het prototype Beoordeling van nieuw item (AG) als typisch of a-typisch Attitude Herinnering Leereffecten Game spelen Game niet spelen Game blijven spelen Entertainment Games Categorisering van nieuwe attributen

8 Wat zijn hiervan de gevolgen voor Gamification / Applied Games? Nieuwe ervaringen (AG) worden vergeleken met interne prototypes (EG): Match: begrip toenadering (Spelen) Geen match: onbegrip afstoten (Niet spelen)

9 Hoe kunnen we in het algemeen tegen gedrag aankijken in de context van Applied Games? 1. Economisch Rationeel: alleen resultaat is van belang Volledige informatie Maximaliseren van nut 2. Psychologisch 3. Sociaal Doelen, motieven, percepties en preferenties, emoties Mensen hebben beperkte informatie: bounded rationality Aha, een applied game moet aantrekkelijk zijn; oa Aesthetics Gedrag is ingebed in sociale netwerken Aha, oa heldere doelen Aha, samen gamen

10 Mensen zoeken naar (ook spelers van Applied Games):..the comfort of the known and the excitement of the new

11 (Core) Game elements Games are based on models of the real world. 1. Minimize complexity 2. Cause and effect 3. Specific events 4. Reduces time Wat is de uitdaging voor Applied Games ontwerpers?

12 Ingame goals Goals: incentives, feedback, progress, competition Wat zijn de juiste doelen voor Applied Games?

13 (Core) Game elements Rules: instructional rules Conflict: Challenge to win!! Competition Cooperation / Collaboration Time Reward structures Feedback Levels Curve of interest Storytelling Aesthetics: motivator of demotivator? Replay: Freedom to fail and learn

14 Competition & Collaboration (Sanchez 2016) Relatie Competition & Play: Oude Grieken; maakten onderscheid Huizinga; competitie voor spelen Caillois; competitie is onderdeel van het spel Salen & Zimmerman; all games are competitive

15 Competition & Collaboration (Sanchez 2016) Relation Competition & Conflict: Within a game, a conflict, as an intrinsic element, encompasses a contest of powers and/or a struggle for limited resources which leads to competition.

16 Competition & Collaboration (Sanchez 2016) Collaboration involves mutual engagement of participants and coordinated efforts so that the problem will be solved (Roschelle & Teasley, 1995). Since more than 30 years, a lot of work has been carried out in the field of computer supported collaborative learning (CSCL); however, Lipponen (2002) emphasizes that there is still no unifying and established theoretical framework.

17 Competition & Collaboration (Sanchez 2016) 1. Play is merely considered to be an instructional approach that consists of fooling students by hiding educational objectives under game-like techniques (impact on students motivation) or 2. Play is considered to have an intrinsic educational value.

18 Competition & Collaboration (Sanchez 2016) Though research provides evidence for the positive influence of competition and collaboration on attitudes toward learning, there is often an ambiguity on how they influence the learning process (next slide).

19 Competition & Collaboration (Sanchez 2016) There are two different approaches for explaining the influence of competition and collaboration on the learning process: 1. One explanation is more focused on the motivational power of game-based learning through the effect of game mechanics. 2. The second considers that competition and collaboration have a positive influence because they enable the learner to interact with his peers and to develop his performance awareness.

20 Competition & Collaboration (Sanchez 2016) Negative effects: anxiety and pressure caused by time adversaries social comparison messages different (cognitive-)levels of players social skills (e.g. dominance)

21 Competition Powersaver Game

22 CHALLENGE 4 WEEK 2 Beantwoord de volgende vragen en stuur je antwoord naar appliedgames2017@gmail.com; vóór 18/09/2017, 11.00u. Subject: Challenge4 plus studentnummer Evalueer het game element competitie en samenwerking van een, zelf gekozen, Applied Game op basis van de literatuur. Literatuur (zie week 2): Zie Kapp chapter 2 paragraaf Conflict, Competition, or Cooperation en Wouters & van Oostendorp Eds.(2017). Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Chapter 9 Introduceer de game en geef weer hoe het game-element competitie en samenwerking is toegepast. Geef vervolgens een kernachtige analyse over dit game-element in deze game op basis van de literatuur en geef tenslotte gefundeerde suggesties voor eventuele verbeteringen. Gebruik maximaal 500 woorden en maak screenshots.

24 Feedback (Johnson et al. 2016) How implemented and efficacy? Modality Timing Adaptation to learner characteristics Content (Next Slide)

25 Feedback (Johnson et al. 2016) Content Outcome-based feedback (informing learners about their performance out-come or learning progress). Process-based feedback (directing learners on the process to reach the correct answer or progress). Process (explanatory) feedback is more beneficial than outcome (corrective) feedback, because providing a deeper explanation that guides learners to the correct answer and reasoning behind it rather than merely informing learners about the correctness of their performance. However, there is some evidence that individual differences may impact efficacy of process feedback. (Gender)

27 Player skill levels

28 Player skill levels: Adaptation in games A key feature of well-designed games that can enhance learning and motivation is adaptivity related to providing appropriate and adaptive levels of challenge (Fullerton, 2014) Formative feedback + Progressively harder levels relative to the player s abilities. There are two main approaches to produce adapted content in video games: ofline and online adaptivity (Lopes & Bidarra, 2011). For ofline adaptivity, content is adjusted after gathering sufficient information about the learner before he or she starts playing the game. 2. For online adaptivity (or dynamic adaptivity; see van Oostendorp, van der Spek, & Linssen, 2014), the content is adjusted based on learner s performance, in real time. We recommend the second approach because the assessment of the learner s competency will be more accurate when he or she is actually performing the task. 1. Van Oostendorp et al. (2014) compared the effects of an adaptive version of a game focusing on triage training against a version without adaptation. They reported that those who played the adaptive version of the game learned better than those in the control group.

29 (Core) Game elements Story: relevance, meaning & context

31 Aesthetics en Serious games: motivator of demotivator?

32 Aesthetics en Serious games: motivator of demotivator?

33 Player Types and Game Patterns

34 Qualitative Research The qualitative method investigates the why and how of decision making, not just what, where and when. Using the In-Depth Interview technique for Scenarios Throughout design Abstract Specify Design Constraints Formalize Design User stories Conceptual scenarios Concrete scenarios Use cases Use for understanding what people do and what they want Use for generating ideas and specifying requirements Use for prototyping ideas and evaluation Use for documentation and implementation

35 Types of Play Competing Cooperative play Self expression

36 Bartle s player types

37 Bartle s player types

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39 CHALLENGE 5 WEEK 2 Beantwoord de volgende vragen en stuur je antwoord naar appliedgames2017@gmail.com; vóór 21/09/2017, 12.00u. Subject: Challenge5 plus studentnummer Wat voor type speler en persoon ben jij? Welke verbanden zie je hiertussen? Stap 1: Bepaal wat voor type speler je bent (of wat je dominante voorkeur is) door het artikel van Bartle te gebruiken. Zie Stap 2: Bepaal wat voor type persoon je bent (of welke groep dominant is) door de Mentality-waardentest van Motivaction in te vullen. (Let op; om deze test te maken hoef je alleen een adres op te geven) Zie: Geef de uitkomsten van beide types en beschrijf de verbanden en opmerkelijke verschillen hiertussen. Tot slot, kun je onderbouwde suggesties geven over welke game elementen (bijvoorbeeld competitie of samenwerken) waarschijnlijk effectief voor jou zullen zijn. Gebruik maximaal 500 woorden.