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Presentation_180815_Designing_Motivation.pdf

Sebastian Deterding
August 16, 2018
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 Presentation_180815_Designing_Motivation.pdf

Sebastian Deterding

August 16, 2018
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  1. designing for motivation Bridging the Gap Between Psychology and Design

    Practice Sebastian Deterding (@dingstweets) University of York, Digital Creativity Labs
  2. “Everyone designs who devises courses of action aimed at changing

    existing situations into preferred ones.” herbert a. simon, 1969
  3. #Design for Mmmm and Appetite 15-17 August 2018 EARLI/SIG 8

    – 16th International Conference on Mmmmmmm 2018
  4. low patisserieness medium patisserieness high patisserieness n=128 eaters, standard tastiness

    inventory (sti) patisserieness positively affects tastiness, p<0.05
  5. 12.2 Implications for Cooking 12.2 Implications for Cooking … “For

    more tasty baked goods, consider a higher degree of patisserieness, such as cupcakes or cakes.” …
  6. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure.
  7. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake?
  8. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake? Our results show that people find high patisserieness very tasty.
  9. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake? Our results show that people find high patisserieness very tasty. So how do I do that?
  10. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake? Our results show that people find high patisserieness very tasty. So how do I do that? Have you thought about baking a cake?
  11. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake? Our results show that people find high patisserieness very tasty. So how do I do that? Have you thought about baking a cake? Yes. I’m already making a cake. How do I make a delicious cake?
  12. Hi, I’m a pastry chef and read your paper. Can

    I ask you a question? Sure, my pleasure. How do I bake a delicious cake? Our results show that people find high patisserieness very tasty. So how do I do that? Have you thought about baking a cake? Yes. I’m already making a cake. How do I make a delicious cake? Well, make it … very caky I guess?
  13. how do i best use this in my concrete situation?

    • I teach arts & design, key stage 3, following Biggs’ Design and Make It. I know my kids struggle to engage with the art style session in week 3. Might this be a solution? • Will this work for my 25 8year olds, with 4 class clowns? How do I manage them when they use this for mischief? • How do I embed what specific kinds of feedback, based on my learning goals & material? How do I time & space it? • How do I phrase each prompt? • How do I introduce clickers? Distribute them? Collect them? Maintain them? Fix tech issues? Within 45 min?
  14. science episteme design techne/phronesis analyse and abstract real multitudes into

    decontextualised, universal building blocks, described in data and diagrams. synthesise and specify a single functioning whole within the local context, crafted from objects and actions. ?
  15. environments the view from psychological science people experiences & actions

    Single fixed “operationalisation” N of 1 Universal cognitive constructs & relations Big N
  16. environments the view from psychological science people experiences & actions

    Single fixed “operationalisation” N of 1 Aggregate measures Universal cognitive constructs & relations Big N
  17. environments the view from psychological science people experiences & actions

    Aggregate data Universal cognitive constructs & relations, incl. perceived intervention
  18. environments the view from design people experiences & actions Detailed

    design , lots of variants, big N Personas small N
  19. environments the view from design people experiences & actions Detailed

    design , lots of variants, big N Aggregate measures + qualitative data Personas small N
  20. the resulting research-practice gap researcher Can measure & explain mediators

    designer Can find & refine solutions But how do you derive a fitting, concrete solution?
  21. the resulting research-practice gap researcher Can measure & explain mediators

    designer Can find & refine solutions But how do you derive a fitting, concrete solution? But how do you know if it’s working as thought?
  22. you are not alone “Instantiating theory is a difficult task

    as theoretical constructs lack specificity for concrete design situations.” (Hekler, Klasna, Froehlich et al, 2013, p. 3310) “less than half of the HCI eco-feedback papers referenced behavioral psychology literature and 58% referenced environmental psychology literature. Even more dramatically, no study in environmental psychology referred back to HCI.” (Froehlich, Linklater & Findlay, 2010, pp. 2003-2004)
  23. a quick equation game design elements motivational affordances behaviour change

    techniques ≈ ≈ “an active component of an intervention designed to change behaviour ... the smallest component compatible with retaining the postulated active ingredients” (Michie & Johnson, 2013, p. 182) Zhang, 2008; Deterding et al., 2011; Michie et al., 2013
  24. “A muddle of things we here call ‘design element X’

    affect a muddle of things we here call ‘engagement’, unless when they don’t. More research is needed.” the default contribution
  25. the issue is in the analytic model design element 2

    magic motivation! behaviour design element 1 design element 3 e.g. Hamari, Koivisti & Sarsa 2014
  26. #1 specific understandings and uses differ – and matter codecademy

    van Roy, Deterding & Zaman, accepted khan academy
  27. #2 specific contexts differ – and matter  500 steps

    8th day without cycling – you really should step it up! What about a 5 minute ride today? C’mon, your friends in California did it! Frank & Engelke, 2001, Reeve 1996
  28. #2 specific contexts differ – and matter  500 steps

    8th day without cycling – you really should step it up! What about a 5 minute ride today? C’mon, your friends in California did it! Frank & Engelke, 2001, Reeve 1996
  29. “The life blood of game design is testing. ... Why

    are we playing games? Because it‘s fun. You cannot calculate this. You cannot test this out in an abstract manner. You have to play it.” rainer knizia, 2010
  30. “Fulfillment of purpose involves as relation among three terms: the

    purpose, the character of the artifact, and the environment in which the artifact performs.” herbert simon, 1996
  31. Current “design elements” and similar are therefore too underspecified and

    atomistic as a construct to reliably predict effects. tenet 2
  32. We currently rely on designers to translate our underspecified, general,

    analytic constructs into local syntheses of specific designs fitting specific contexts and users – giving them insufficient reliable guidance. tenet 3
  33. Deterding, in preparation motivational affordance The complex of necessary and

    sufficient relations of actor dispositions and environmental features that render an action or event functionally significant for a specific motive we need granular, systemic, relational constructs …
  34. … fuelling different kinds of questions. Do badges (in aggregare)

    drive engagement (via achievement motivation)?
  35. … fuelling different kinds of questions. Do badges (in aggregare)

    drive engagement (via achievement motivation)? What complex of necessary and sufficient environmental features and actor dispositions reliably gives rise to achievement motivation? How can these be reliably instantiated under different real-world conditions?
  36. Deterding, 2016 Intrinsically motivated gameplay License to (dis)engage & configure

    situation Minimized social and material consequence Salient autonomous motives Salient controlled motives + + + – – Construal of action as autonomous + – Temporal field cleared from outer demands Spatial field shielded from public observers + Self-regulation of attention & emotion display Autonomy need satisfaction + + – Spatial field cleared from distraction – + – e.g, contextual autonomy conditions in play situations
  37. “Facebook has created a laboratory of human behavior the likes

    of which we’ve never seen.” jad abumrad, 2015
  38. At any moment, designers at software companies are running millions

    of a/b tests to optimise engagement, each an experiment in waiting.
  39. “Online hypothesis testing can accelerate both applied and basic Interaction

    Design Science by making it fast and easy to obtain ecologically-valid measures of the effects of designs on user behavior. Online controlled experiments can help build practical, generalizable, and scientifically-validated theories of how and why designs affect human interactions.” derek lomas, 2015
  40. we could seed a new science of motivational design …

    how do cognitive states affect behaviour affect design features ?
  41. but we face an epistemic culture gap. researcher Can measure

    & explain mediators designer Can find & refine solutions
  42. … with more granular, systemic constructs … Deterding, under review

    motivational affordance The complex of necessary and sufficient relations of actor dispositions and environment features that render an action or event functionally significant for a specific motive
  43. which we can realise when we start talking with each

    other. I want to know how to bake a delicious cake.