games as a lens) • Learn how this can be used to change work • Design a number of gamified ideas • Leave with an actionable plan for one particular problem you’d like to tackle
was studying learning behaviour in monkeys • A simple mechanic puzzle was devised Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
taught the monkeys how to solve the puzzle • Nobody had rewarded them for doing it • This was counter to what accepted notions of behaviour at the time •It wasn’t undertaken for biological reasons and it wasn’t related to rewards and punishment Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
drive - the performance of the task provided an intrinsic reward • The monkeys solved the puzzle because they found it gratifying to solve puzzles • The joy of the task was its own reward Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
with a theory that if the monkeys were rewarded with raisins for solving puzzles - they they’d no doubt perform even better • Harlow found that the monkeys actually made more errors and solved the puzzles less frequently after the food was introduced • The reward served to disrupt performance Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
this phenomenon was again investigated with humans • Edward Deci undertook a study with university students in 1969 involving completing Soma Puzzles over three days Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin. Day 1 Day 2 Day 3 Group A No reward Reward No Reward Group B No reward No reward No reward
told them to do whatever they wanted, he watched them to see whether they continued solving puzzles, or did something else • On the first day, both groups continued playing with the puzzle for ~3.5-4 minutes • On the second day, when the first group was paid, they got really interested in solving puzzles when left alone • On the third day, when the first group was unpaid again, they spent significantly less time playing with the puzzle when left alone Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
used as an external reward for some activity, the subjects lose intrinsic interest for the activity” • What also was interesting was that Group B on the third day actually played with the puzzle for a little longer than they had in previous sessions • Maybe they were becoming more engaged? At least the same as previous days. Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
or enjoyment in the task itself • Intrinsic motivation exists within the individual, rather than relying on external pressures or a desire for reward Extrinsic Intrinsic
tend to be driven by a need to grow and gain fulfilment • It proposes three psychological needs that if satisfied, allow for optimal function and growth as human beings • Autonomy, Competency, Relatedness http://www.selfdeterminationtheory.org/theory/ Self-Determination Theory
high quality form of motivation and engagement for activities • Can you think of an activity which supports these three things well? Self-Determination Theory
time Intrinsically rewarding Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press.
Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press.
underlying a problem • Developed by Sakichi Toyoda, it was used within the Toyota Motor Corporation during the evolution of its manufacturing methodologies 5 Whys Seiter, C. (2014) The 5 Whys Process We Use to Understand the Root of Any Problem.
is dead • Why? The alternator is not functioning. • Why? The alternator belt has broken. • Why? The alternator belt was well beyond its useful service life and not replaced. • Why? The vehicle was not maintained according to the recommended service schedule. Example Seiter, C. (2014) The 5 Whys Process We Use to Understand the Root of Any Problem.
about reality • Peril #2: What is true of one person’s experiences may not be true for others Schell, J. (2014). The Art of Game Design: A book of lenses. CRC Press.
world or that exist only in their dreams, test thoughts and desires in a safe and controlled environment – extends to fantasy, simulation and boundary breaking.
other styles of interaction or aesthetics you enjoy. Aesthetics include: Sensation, Fantasy, Narrative, Challenge, Fellowship, Discovery, Expression, Submission
of game qualities picked out from various definitions. • Games are entered wilfully • Games have goals • Games have conflict • Games have rules • Games can be won and lost • Games are interactive • Games have challenge • Games can create their own internal value • Games engage players • Games are closed, formal systems Schell, J. (2014). The Art of Game Design: A book of lenses. CRC Press.
to get more points than the other team •Find a way to get to the finish line before the other players •Find a way to get the golf ball into the hole •Find a way to destroy the other player before they destroy you Some examples from The Art of Game Design, Jesse Schell, 2008
Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press.
while striving to achieve the game’s overall goal • This core action tends to remain the same throughout the game • It should be simple to explain (e.g., able to be written in a single sentence) • If it’s difficult to explain, it’s likely going to be difficult to design • Let’s explore some examples of core gameplay…
what they’re trying to achieve? • Do they know what they can do to achieve it? Are the rules clear? • Is the purpose of the goal explained? • If it’s a large goal, is it broken down into smaller more achievable goals?
• Are they receiving accurate information that will help them understand if their actions are working or not to achieving the goal? • Are they receiving feedback when they perform really well?
• Can this core gameplay be made more challenging by changing the rules? • Are players feeling challenged? • As their skills increase does the challenge increase as well? • Is the challenge tailored to the different skills of different players?
of the big picture of the community that it exists in? • Can players work with others to achieve the goal? • Does the challenge allow players to form closer relationships with each other?
Quickly brainstorm at least 10 ideas 3. Use a different post-it note for each idea 4. Focus on interactive ideas 5. No idea is silly! 6. Stuck? Use the cards to help you come up with ideas
to gaming is that the computer relieves the players of the burden of personally implementing the rules. • This frees the players to become as deeply immersed in a video game as they can in other forms of entertainment. Adams, E. (2014). Fundamentals of game design. Pearson Education.
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![Dr Zac Fitz-Walter | @zefcan | [email protected] | www.gamificationgeek.com Slides](https://files.speakerdeck.com/presentations/9f72488fdd864fca971a0015975712b3/slide_2.jpg){kind=link}
