4.18.24 Movement Legacies, Reflection, and Review.pptx
Gameful Design for Online Learning
1. gameful designfor online education
Sebastian Deterding
MAGIC Lab, Rochester Institute of Technology
Game On: Exploring Innovative Pedagogies Symposium,
Charles Darwin University, Darwin, Australia, September 2, 2013
c b
19. Gold Stars
The single worst way of
motivating learning
+
frontal teaching
(Almost) the single worst
educational material
20. Peter F.Drucker
»There is surely nothing quite
so useless as doing with great
efficiency what should not be
done at all.«
what executives should remember (2006)
22. Margaret Robertson
»Gamification is an inadvertent con. It
tricks people into believing that there’s a
simple way to imbue their thing ... with the
psychological, emotional and social power
of a great game.«
can’t play, won’t play (2009)
30. »Fun is just another word
for learning.«
Raph Koster
a theory of fun for game design (2005)
31. Raph Koster
»Fun from games arises out of mastery. It
arises out of comprehension. It is the act
of solving puzzles that makes games fun.
With games, learning is the drug.«
a theory of fun for game design (2005)
36. Edward Deci,Richard Ryan
»An understanding of human motivation
requires a consideration of innate
psychological needs for competence,
autonomy, and relatedness.«
the what and why of goal pursuit (2000)
37. The fun in playing games
chiefly arises from
intrinsic enjoyment, not
extrinsic incentives.
Con(fusion) #2
56. Edward Deci,Richard Ryan
»An understanding of human motivation
requires a consideration of innate
psychological needs for competence,
autonomy, and relatedness.«
the what and why of goal pursuit (2000)
65. http://www.flickr.com/photos/mike52ad/4675696269
Goals: Little choice in what to do when and
how, little connection to personal needs
Challenge: Demonstrating proficiency, not
inviting exploratory trial and error
Feedback: Often controlling, highly serious
consequences
Game atomsautonomy?
73. challenge-based learning
O’Mahony, et al (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course
Designs, Patterns of Interactivity, and Learning Outcomes. Journal of the Learning Sciences, 21(1), 182–206.
75. Peter F.Drucker
»There is surely nothing quite
so useless as doing with great
efficiency what should not be
done at all.«
what executives should remember (2006)
– e.g. gamified MOOCs
76. gameful design
Restructuring learning to
support competence, autonomy,
and relatedness, using game
atoms as a lens
See
bit.ly/194vAni
for a recent
overview of
further design
patterns.