{"id":2271,"date":"2019-03-06T06:00:50","date_gmt":"2019-03-06T14:00:50","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=2271"},"modified":"2019-02-18T13:34:18","modified_gmt":"2019-02-18T21:34:18","slug":"9-ways-to-start-thinking-like-a-game-designer","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/inspire\/2019\/03\/06\/9-ways-to-start-thinking-like-a-game-designer\/","title":{"rendered":"9 Ways to Start Thinking Like a Game Designer"},"content":{"rendered":"

\"game<\/p>\n

What can instructional designers learn from video game design? This might seem like a silly question\u2014what do video games have to do with learning? Why might we use video games as an inspiration in pedagogy? As instructional designers, faculty often come to us with a variety of problems to address in their course designs\u2014a lack of student interaction, how to improve student application of a given topic, and many more. While there are many tools at our disposal, I\u2019d like to propose an extra tool belt for our kit: what if we thought more like game designers?<\/p>\n

Video games excel at creating engaging and motivating learning environments. Hold on a minute, I hear you saying, video games don\u2019t teach anything! In order for games to onboard players, games teach players how to navigate the \u201cphysical\u201d game world, use the game\u2019s controls, identify the rules of what is and is not allowed, interpret the feedback the game communicates about those rules, identify the current outcome, form and execute strategies, and a large variety of other things depending on the game, and that\u2019s usually just the tutorial level!<\/p>\n

What is the experience like in a learning environment when students begin an online course? They learn how to navigate the course site, use the tools necessary for the course, identify the assessment directions and feedback, identify the short-term and long-term course outcomes, learn material at a variety of different learning levels, and large variety of other things depending on the class, and that\u2019s usually just the first week or two! Sound familiar? What are some things that video games do well during this on-boarding\/tutorial to setup players for success? And how might instructional designers and faculty use these elements as inspiration in their classes?<\/p>\n

The following list includes nine tips on how game design tackles tutorial levels and how these designs could be implemented in a course design:<\/p>\n

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  1. Early tasks are very simple, have low stakes, and feedback for these tasks is often very limited\u2014either \u201cyou got it\u201d or \u201ctry again\u201d. Consider having some low-stakes assignments early in the course that are pass\/fail.<\/li>\n
  2. If negative feedback is received (dying, losing a life, failing a level, etc.), it is often accompanied by a hint<\/strong>, never an answer<\/strong>. If you have a MCQ, do not allow students to see the correct answer, but consider adding comments to appear if a student selects an incorrect answer that offers hints.<\/li>\n
  3. If negative feedback is received, the game does not move on until the current outcome is achieved. Allow multiple attempts on quizzes or assignments and\/or setup prerequisite activities or modules.<\/li>\n
  4. Game levels allow for flexible time\u2014different players complete levels at different rates. Design tasks with flexible due dates. Many courses already allow some flexibility for students to complete activities and assessments within weekly modules\u2014can that flexibility be extended beyond a weekly time frame?<\/li>\n
  5. Tutorial quests usually have predetermined and clearly communicated outcomes. All objectives are observable by both<\/strong> the game and the player. Create outcomes and rubric conditions\/language that are self-assessable, even if the instructor will complete the grading.<\/li>\n
  6. Tasks and game levels are usually cumulative in nature and progress using scaffolded levels\/activities. Consider breaking up large assignments or activities into smaller, more cumulative parts.\n