Design Strategy IT 7220 February 2, 2009 1 Monday, February 2, 2009
Design Strategy
Jan 28, 2015
WSU IT7220 Week 3
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Design StrategyIT 7220
February 2, 2009
1Monday, February 2, 2009
Agenda
Personal Web pages
Revisit Synergy of Learning and Engagement
Elements for Engaged Learning
Design Strategies of e-Learning
Flash - Motion Tweening, Buttons, Movieclips
2Monday, February 2, 2009
Personal Web Pages
3Monday, February 2, 2009
Aligning Engagement with Education
Revisit juxtaposition of learning elements with engagement elements from week 1
Basis for designing games that are both educationally effective and engaging
Lack of awareness for this synergy creates a barrier to providing engaging learning
Putting educators and entertainment experts together historically doesn’t produce results as they invoke very different paradigms for achieving results
4Monday, February 2, 2009
Synergy of Learning and Engagement Elements
Learning Elements Engagement Elements Engaged Learning
Contextualized Thematic coherence Theme
Clear goal Clear goal Goal
Appropriate challenge Balanced challenge Challenge
Anchored Relevance: action to domain Action-Domain Link
Relevant Relevance: problem to learner Problem-Learner link
Exploratory Choices of action Active
Active manipulation Direct Manipulation Direct
Appropriate feedback Coupling Feedback
Attention-getting Novel information and events Affect
5Monday, February 2, 2009
Elements for Engaged Learning
Theme Setting and context Draw from well-known genres (from
literature, movies, or games) to build familiarity
Story; simplification or exaggeration of reality
6Monday, February 2, 2009
Elements for Engaged Learning
Goal Establish in the story set-up Provides motivation for action Includes metric for attainment May change over time
7Monday, February 2, 2009
Elements for Engaged Learning
Challenge Systematic balance of difficulty that changes as
the learner progresses Drill and practice is test for knowledge
retention, does not create challenge or reduce boredom/frustration level
Challenge needs to adapt to learner; games have levels with associated difficulty
8Monday, February 2, 2009
Elements for Engaged Learning
Action-Domain Link Knowledge needs to be applied as story line
progresses in meaningful application of knowledge to tasks
Inherent disconnect in edu-software games: answering math questions earns chances to shoot aliens
Genre selection aids in particular skills development; use of familiar genres reduce time needed to become familiar with game expectations and interface
9Monday, February 2, 2009
Elements for Engaged Learning
Problem-Learner Link Related to theme selection is creating a world
and story that is of interest to the learner Learner preferences and attributes Audience emotional factors, cognitive
approaches, and motivation Provide insight to learner mistakes and
remediation strategies to improve experience
10Monday, February 2, 2009
Elements for Engaged Learning
Active Learner needs to play active role in making
decisions in the story via frequent choices Choices result in consequences from game,
leading to further opportunity Action should be cognitive: decisions need to
be sufficiently complex to build experience of engagement with material
11Monday, February 2, 2009
Elements for Engaged Learning
Direct Learner must act, preferably in a direct form of
mapping using interactive elements All interaction is a form of multiple choices
between alternatives Rule of thumb is if choice is between action
choice and a good cognitive choice, cognitive choice wins
12Monday, February 2, 2009
Elements for Engaged Learning
Feedback All decisions should have an impact on story
line Feedback should be staged in context of story Avoid using external device or narrator inform
you of the consequence, as least until play is done
Consequences do not have to occur immediately
13Monday, February 2, 2009
Elements for Engaged Learning
Affect Play should not be predictable Chance should play a role in the action Affective (emotional) elements should support
theme and mood or story setting Inappropriate dialogue, appearance, or sound
effects can undermine the willing suspension of disbelief that is core to the manufactured experience
14Monday, February 2, 2009
Engagement Levels
Level 0: Enhanced ISD
Level 1: Mini-Scenarios
Level 2: Linked Scenarios
Level 3: Contingent Scenarios
Level 4: The Full Monty (Full Game Experience)
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Level 1: Mini-Scenarios
Follow traditional ISD
Practice couched in context
Engagement through story line is light and may be superficial
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Level 2: Linked Scenarios Decisions are sequenced into a
single story line (i.e., solve problem, move on)
All game problems share a common theme
Scenario may be launched before bringing in content and example resources
Linking scenarios gives more complex practice opportunity and helps develop relationships between components of the learning goal.
17Monday, February 2, 2009
Level 3: Contingent Scenarios Choice is expanded using
multiple scenarios
Learner is allowed to make mistakes and experience consequences
Takes more work to develop multiple paths and keep track of all options
Paths may branch but generally converge at some point so that eventually everyone arrives at the same place
18Monday, February 2, 2009
Level 4: The Full Monty Full game approach employs a game engine which
dynamically serves activities by rules, probabilities, and variables
Provides ideal situation for achieving learning outcomes Basis for what are commonly referred to as
simulations...simulations become interactive when an interface is provided to alter the settings and variables in the model
Big difference between scenarios and games is ability to create the experience of flow
Outcome may be made to be non-deterministic meaning it is not fixed and there may be several different types
19Monday, February 2, 2009
Level 4: Full Game Model
20Monday, February 2, 2009
DreamBox
Audience is K-2 math students in need of tutoring outside of the classroom
Lessons are taught through video games Players select theme and character Personalized paths “...over a million paths a child
could take through the DreamBox curriculum” Dreambox Learning (http://www.dreambox.com/)
21Monday, February 2, 2009
DreamBox
How would you characterize the engagement model based on the 4 levels Quinn discusses?
How are the engaged learning elements addressed through the experience (based on intended audience)?
22Monday, February 2, 2009
Lab - Flash HOT
Motion tweening
Buttons
Movie clips
23Monday, February 2, 2009
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