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2460 pts! But lost anyway

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http://www.bottomlineperformance.com/passwordblaster/

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We have one on campus. LUCIA. In liberal arts. Contact Wiebke to make connection. http://www.cla.auburn.edu/lucia/

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1. Time
2. Cooperation
3. Strategy
4. Chance
5. Levels

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Quality
Time
Resources (staff, money)

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Adobe Comp CC — Mock up designs and layouts by Adobe
https://appsto.re/us/PHb35.i

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Instead of or in conjunction with the 'paper first' model

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Use paper first!!!
saves you time and money

Prototyping tools -
MARVEL (doesn't replicate functionality)
Adobe Experience

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In a learning context...
COOPERATION often works better than COMPETITION

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page 2 of handout

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http://www.bottomlineperformance.com/eLearningGuild/gameexample/

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1. Play games to make good games
2. Playtest. Alot. Prototypes are power.
3. Choose game elements that support learning goals.
4. Players need help figuring out how to play.
5. Less is better in terms of complexity of design.
6. Scoring is harder to get right than you think.

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Reacting to the past game (history department)
https://reacting.barnard.edu

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Game play day (open group)
--board
--digital/virtual/3D
--simulation/role play

Lightning round (Q&A)
--pros/cons
--application in ed
--mechanics

Let's make a game group
--realtimeboard

Student input (focus group)

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Dynamics is how you use the mechanics to your advantage

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The application of the MDA framework on Sears training games

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Goals
Loss avoidance
Piece elimination
Puzzle guessing
Races
Structure building
Territory control
Victory points
Combination conditions

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Turns
Achievements
Action points
Auction or bidding
Cards
Capture/eliminate
Catch-up
Countdown
Dice
Discovery
Levels
Lottery
Movement
Quests
Productivity
Progression
Resource management
Risk and reward
Role playing
Tile-laying
Worker placement
Game modes

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1. http://people.uncw.edu/ertzbergerj/ppt_games.html
2. http://powerpointgames.wikispaces.com/PowerPoint+Game+Templates
3. https://be-a-gameshow-host.wikispaces.com

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There are eight type of Aesthetics as stated by Hunicke, LeBlanc and Zubec:

1. Sensation (Game as sense-pleasure): Player experience something completely unfamiliar.

2. Fantasy (Game as make-believe): Imaginary world.

3. Narrative (Game as drama): A story that drives the player keep coming back

4. Challenge (Game as obstacle course): Urge to master something. Boosts a game's replay.

5. Fellowship (Game as social framework): A community where the player is an active part of it. Almost exclusive for interactive multiplayer games.

6. Discovery (Game as uncharted territory): Urge to explore game world.

7. Expression (Game as self-discovery): Own creativity. For example, creating character resembling player's own avatar.

8. Submission (Game as pastime): Connection to the game, as a whole, despite of constraints.

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https://en.wikipedia.org/wiki/Bartle_Test

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Mechanics - build the game and communicate with the player (rules)
Dynamic - behavior of the game (run-time)
Aesthetic - emotional response of the player

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2 x 2 matrix

1. User knowledge
2. Subject matter

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Levels 0-3 = typical classroom activities
Levels 4-6 = opportunities for games

Level 4: labs or process activities (single solution) -> mini-games

Level 5: open-ended lab/activity or unique content -> branching stories, simulations,

Level 6: long, open-ended activity (i.e., writing a story or executing a plan) -> multi-user, role plays, virtual labs

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Game Designer Vs Instructional Designer 

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Game Designer Vs Instructional Designer 

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Action First vs Content First.

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users who were given the option to play games (unrelated to questions being asked)...
-returned to the platform more
-did more "voluntary" activities
-viewed their progress report more

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Game
Game-based learning
Gamified learning
Gamification

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Does Gamification Work - A Literature Review of Empirical Studies

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Does Gamification Work - A Literature Review of Empirical Studies

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http://people.uta.fi/~kljuham/2014-hamari_et_al-does_gamification_work.pdf

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mLevel - create micro learning and micro games. - They provide a variety ways of looking at content.

Axonify - Does playing a game more motivating than answering a question.

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The level of interactivity is what makes them effective.

Games gives us a sense of progression and shows us where the user is at.

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simulation/games are 17% more effective than a GOOD lecture

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What is a casual game, it does not take a long time to play and can be mastered in a few minutes.

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55% teachers use games (K-12)
20% corporation use games for learning
48% of adults over age 50 play games (70% on laptops, 40% on mobile device, 24% on consoles; card/tile/puzzle/logic/word)
44% of gamers are females averaging 43 years old

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TigerDev link:
https://auburn.collegiatelink.net/organization/tigerdev/about

Two CSSE professors with research interests in educational technology (if you are interested in networking):

Dr Cheryl Seals link:
http://eng.auburn.edu/users/sealscd/

Dr Hari Narayanan link:
http://eng.auburn.edu/users/naraynh/

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Auburn computer science student club for game development
Dr. Cheryl Seales, faculty advisor

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I didn't know you could use ppt to make games.

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Not everything should be a game. Think carefully about the experience you want to create and how the game will help users, students, etc. meet outcomes.

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This was a valuable and engaging experience. Great room, food, and conversation with AU colleagues between sessions.

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Games are great for assessment but not for delivering mass amounts of content.

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FLOW - ping back and forth between challenge and success
"Pull" info rather than "push"

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SimCity: time-based medium Madden Football: achievement levels
Candy Crush: matching
Call of Duty: identification
Farmville: instant gratification
Dungeons and Dragons: all of it with role playing
Bejeweled: core compulsion of organizing chaos
board games (like Monopoly)

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Highest grossing game was the walking dead tell tell game. basic of the game was a compelling storyline.

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provides context

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what role do stories play in gaming?

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if it like a simulation then could they complete task
focus group compare players and non-player - engagement (otherwise can just build an elearning module)

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how do you measure if users are actually learning?

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more discovery than programmed
collaboration/social learning

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play games (as a team) and figure out why people play (twitch.tv)
your "bag of tricks" comes from game mechanics

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how do IDs get started learning about game design?

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more accepted now

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World of Warcraft cost something like $250 million to initially develop

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more research/case studies now
people have now had some experience with a game themselves
discuss budget, time, analysis
manage client expectations

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how do you start introducing games and gasification into the culture of an organization that has never used them before?

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DESIGN:
realtimeboard.com
draw.io
DEVELOPMENT:
Captivate
Storyline
Construct 2 (2D)

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which tools would you suggest to get started?

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Ideally, in LMS but use filters to pull useful data (because games produce a lot of "funky" data that may not be useful and LMS doesn't understand

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pros and cons of each of these approaches. 1. Game operates completely separate from your LMS (no integration issues but no opportunity to get info into your LMS). 2. Created separately then try to integrate using something like TinCan xAPI  3. Create the game entirely within the LMS (using their tools)

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Give learners choices
-Do they even WANT to play the game?
Non-linear progression
Is end of play, the end of the experience?

TELL ME, SHOW ME, LET ME TRY, LET ME EXPLORE

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Concept mapping of curriculum

REALTIMEBOARD:
https://realtimeboard.com

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Archetypal learners/players
create their attributes
before and after
create them as a team

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The big textbook publishers are already doing this...like Pearson (i.e., REVEL)

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Isn't there software or an app that does that?

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Touch-enabled

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Can publish Unity3D to App stores, xBox, web, etc.

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https://unity3d.com

FYI the old student affairs phone app was built with this software.
The app included a game where you roll toomers corner

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Comic style - forces you to chunk info and provides sense of context
MINI-GAMES - very specific

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validate learning
practice in low stakes way
cannot recreate actual environment
scales well
easier to track
easier to collaborate
to answer "when will i use this"
decision making/branching curriculum

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How do you internally market your serious game 

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How do you internally market your serious game 

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Don't use jus the addie model also use the agile methods when creating serious games.

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Class equivalent?

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http://davidscottlyons.com/threejs/presentations/frontporch14/#slide-0

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Hope Brandon can chime in, but from my technical knowledge, OpenGL exported games run using Javascript and should run just fine in Canvas

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SCORM is not the answer (does not include analytics)

xAPI/TinCan tracking is best

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WebGL (export from Unity)
Godot Engine

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What integrates with Canvas? Anyone have experience with these? Recommendations

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Unity 3d - possible error because of plugin installs.
Game engine -
havoc and Hero
Game Maker
Storyline

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WebGL (Web Graphics Library) is a JavaScript API for rendering interactive 3D computer graphics and 2D graphics within any compatible web browser without the use of plug-ins.[2]

https://en.wikipedia.org/wiki/WebGL

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10 minutes (limit of 4 turns) each day everyday for performance evaluation rather than 1 hour once a year

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How do we include our students in the game design process? And when?

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Xbox with Kinnect
Calibrate movements to be sure you are doing the correct motions for each signal, THEN
scenarios where you have to use the correct signals

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When you strip away all the gaming materials you didn't make a game... you made a simulation

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If you think you have made a successful theme talk to the people who have played the game all the way through

The success comes from the way you have build the mechanics

When you are building the game build around the assessment piece

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A THEME is what gets a user to sit down and play
the GAMEPLAY is what keeps them there - mechanics drive engagement

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Most successful game EVER
https://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F

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http://www.thewalkingdead.com/games/
Engaging storyline

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https://www.zynga.com/games/farmville
They make money from human impatience

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Users must be allowed to FAIL
More learning takes place from failure than success

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Production value vs. time and resources available

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simple branching would have an infinite number of outcomes; parallel branching limits outcomes

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Emaotional attachment
BEING TOLD vs EXPERIENCING

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Components to a good game: BALANCING INSTANT GRATIFICATION

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Components to a good game: BALANCING INSTANT GRATIFICATION

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continuous challenges
interesting storyline throughout
flexibility of attaining goals with multiple outcomes
immediate, consistent and useful rewards
combining fun and learning together
tracking player data and trends - analytics

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its important to realize what is the behavior and what we can do to change that with the user

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badges
trophies
leaders boards
themes
gamification
FOCUS ON THE BEHAVIORAL CHANGE

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GOALS:
Draw a banana
Draw a vertical rectangle
Draw a sideways triangle
Draw a hat
Draw a stick figure

VISION:
Draw a stick figure man wearing a hat in a boat