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Serious Games (Narrative) by Author, Serious Games (Other) by Author -…
Serious Games (Narrative) by Author
Naul
Effective Characteristics of Game Narrative for Learning
Endogenous Fantasy
Exogenous Vs Endogenous
Empathetic Characters
Distributed Narrative
Adaptiveness / Responsiveness
Wizard of Oz Design
Impact
Engagement
Behavioural
Emotional
Cognitive
Curiosity
Motivation
Curiosity
Control
Fantasy
Challenge
Lepper & Malone (1987)
Immersion
Flow
Transportation
Presence
Learning
Game Design Strategies
Game Discourse Analysis
Seeding of information
Narrative Centered Informant Design
Mott, Lee, Rowe, Lester, McQuiggan et al
Impact of Narrative Learning
Motivation
Collaborative Learning
Jigsaw-based problem solving
Plot points with common goals
Each character has own beat sheet / story perspective
eg. Episodic Series Beat Sheet
Brings together characters with specific expertise
Information seeded in multiple locations to increase chance of being found
Presence
Self Efficacy
Interest
Involvement / Control
Goal Orientation
Learning Effectiveness
Factors Linked to Engagement
Situational interest
Avoidance of the Gaming System
Presence
Problem-Solving Efficiency
See Rowe (2011)
Prototyping Tools
Storyloom
Narrative Director
Chat
Resources
Story Resources
Dialogue and Beat Sheets
World Resources
Locations, Characters, Props
Narrative / Game as Detracting
Complex story causes cognitive overload
Gobel
Narrative Building Blocks
Game-based Learning Objects (NGLOBs)
Hero's Journey Structure
Barab et al
Transformational Play
Positioning of Elements
Person (with intentionality)
Identity Development
Calling on Identity into another (Gee,2003)
Hybrid Player-Character Identity
Projective Identify
Holistic Transformation (Gadamer,1989)
Content (with legitimacy)
Positioning
Explicit
Implicit
Barab and Roth (2006)
Types of Content Engagement (Gresalfi et al. 2009)
Conceptual
Consequential
Procedural
Critical
Context (With Consequentiality)
Positioning
Tailored
Noisy
Curriculum as Ideological
Ideological Frames (Bogost, 2006)
Contestation
Reinforcement
Implications
Ideological Worlds (Squire, 2006)
Cultural Simulations
Identity texts (Wholwend, 2009)
Barab et al., 2005
Meta-Game Context
Barab et al (2006; 2010)
See Situated Learning
Narrative Transactivity
Student Engagement
Roles Undertaken
Performer
Audience
Author
See Learning Cycles
Social Dilemmas
Consequences / Reflection of Choices
Balance of Play and Story
Dramatic Agency or Consequential Role-Play (Murray, 1997)
Pedagogy Requires Directing Narrative
Pedagogical Dramas
Assessing Outcomes
Proximal Level
Performance and classroom assessments
Game choices
Distal Level
External developmental achievement test items
Close Level
Log-Files & In-Game Submissions
Barab et al (2010)
Design Based Research
Role of Teacher
Barab (2009)
Become a Character in the Game
Allow Off-Task Behaviors
Support Transfer of Learning
Use Failures to Teach
Support Core Concepts
Game Affordances
Barab et al (2010)
Consequentiality
Collaborative inquiry
Perception–action cycles
Exploration of situated identities
Discursive richness
Serious Games (Other) by Author
Connolly et al (2012)
Types of Learning Outcomes
Garris, Ahlers & Driskell (2002)
Affective Outcomes
Beliefs
Attitudes
Skills Based Learning Outcomes
Technical
Motor Skills
Cognitive Outcomes
Procedural Knowledge
Strategic Knowledge
Declarative Knowledge
O’Neill, Wainess & Baker (2005)
Content Specific Skills
Content understanding
Problem solving
Content Independant Skills
Communication
Self-regulation
Collaboration/ teamwork
Connolly et al (2012)
Skill Acquisition
Cognitive Skills
Soft / Social Social
Perceptual Skills
Affective, Motivational and Physiological Outcomes
Knowledge Acquisition
Behaviour change outcomes
Spek & Oostendorp (2009)
Motor Skills
Affective
Cognitive
Knowledge
Skills
Communicative
De Troyer
Models of Serious Game Design
LM-GM
ATMSG
RETAIN
Digital Storytelling Tools
StoryTech
Scenejo
e-Adventure
Two Ways to Embed Pedagogical Principles
Through game mechanics
Embedded as Events
Dondlinger (2007)
Design Considerations
Learning theories for video games
Constructivism
Constructionism
Situated Learning
Learning outcomes from game play
21st Century Skills
Deduction and Hypothesis Testing
Complex Concepts and Abstract Thinking
Visual and Spatial Processing
Gender preferences in video game design
Components of Effective Educational Games
a narrative context
learning content
Rewards and goals
Levels of Goals
Medium Term
Long Term
Short Term
Swartout and van Lent, 2003 :red_flag:
Interactive cues
Motivation
Goals and Rewards
Act of playing
Narrative Context
Fe (2016)
Learning Outcomes
Granic et al. 2014
Emotional
Cognitive
Spatial Skills
Green and Bavelier 2012
Problem Solving
Cooper 2014
Social
Motivational
Persistence
Shute et al. 2013
Domain Specific (Fe, 2016)
Concept Comprehension
Procedural Knowledge and Problem Solving
Declarative Knowledge
Types of Learning
Specificity
Domain specific
Acquisition of Understanding and Skills
Application (retention and transfer)
Domain generic
Ways Games are Used In Teaching & Learning
Representation (of Conceptual Knowledge)
Habgood and Ainsworth 2011
Simulation (simplified)
Barab et al. 2005; Cooper 2014
Contextualisation (Micro-World)
Shaffer 2006
Authoring Tool
Ke 2014
Components of Gameplay
Game Mechanics
Core Game Mechanic
Action
Role Playing
Simulation Construction
Casual Puzzle Game
Strategy
Adventure
Game Narrative
Scenarios
Storyline
Characters
Game world
Integrated through
a broadly defined goal
a localized incident / plot
a sandbox
Jenkins (2002)
Environments Storytelling
Integration of Game Mechanics and Learning Actions
Understanding
Pattern Recognition
Application
Object Manoeuvring
Memorisation
Collection
Analysing and Evaluating
Selection
Creating
Construction
Anderson et al. 2001
Based on Bloom Taxonomy?
Paradigmatic Learning?
Underlying relationships between observable variables
Learning and Narrative Strategies
Narrative Learning?
Pattern Recognition / Causal Relationships
Central learning problem as backdrop mission
Plot Hooks
Learning community as game characters
Emotional Proximity
Representing learning materials as objects
Framing learner-content interactions as player–object interactions
Designing the game reward / feedback in accordance with the development of local narratives
Design Process
Overarching narrative
Align game Tasks
Adjust Local narrative
Blakesley (2013)
Meta Reflection Strategies
Schwartz and Perkins (1989)
Aware Use
Strategic Use
Tacit Use
Reflective Use
Vs Stealth Learning
Self Determination Theory
Competency (Achievement)
Design of intuitiveness of game control
Optimum level of game challenge
Ke and Abras 2013
Relatedness (Socialisation)
play with others, either collaboratively or competitively
Buchanan 2007; Infante et al. 2010
players to fashion identities
Shaffer 2006; Barab et al. 2009, 2010
Autonomy (Immersion)
Interactive story experiencing
Dickey 2006; Barab et al. 2010
Co-authoring / modding Game
Sotamaa 2010; Weppel et al. 2012
Different progression puzzle solving / to Goal
Gee 2004
Yee 2006 (in brackets)
Types of Learning Support
Wouters and van Oostendorp (2013)
Types of Learning Support
Modelling
Control
Reflection
Modality
Feedback
Personalisation
Narrative Elements
Others
Collaboration
Advice
Categories
supporting selection of relevant information
facilitate information organization and integration via reflection and explication
Fe (2016)
Game Actions
In-game prompts for self-explanation and reflection
Modelling for apprentices
self-explanation prompts.
content processing tools
Encoding
Concept Mapping
Game Rules
Incentive structures
Points
Gameplay / Level Progression
Personalised progression
Collaboration requirement with different skillsets
Game World
Feedback / Cues
Embedded as in-story objects
Heads-up display
Instant visual feedback
Local narratives
End of level summary
Explicit Instruction
In-game training video
Virtual book
Interactive pedagogical agent, providing hints and prompts
Design Implications
Non-intrusive, meta-reflective learning scaffolds
Mapping of Game / Narrative mechanics to learning actions
Find gameplay in the domain knowledge
Arnab (2015)
Learning Mechanic-Game Mechanic Framework
Serious Game Mechanic
Gunter et al (2006)
RETAIN Framework
Learning Theories
9 Events of Instruction (Gagne)
Bloom’s Taxonomy
ARCS Motivational Model (Keller)
Multivalent Model of Interactivity
From Salen & Zimmerman, 2004
Designed Choices