Instructional Ethology
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Instructional Ethology
Serious Design of Educational Games
Katrin Becker, PhD
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IF...
we want to make good instructional games
THENWe need to look at:
1. good instruction2. good games
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Good Instruction
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Good Games?
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One way to do this is....
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Studying the
Masters
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Why are these such Why are these such good teachers?good teachers?Amos’n’Andy
The West Wing
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Who are the “good
teachers” in games?
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Are there game masterpieces?
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How can we learn
from COTS games?
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My Solution........
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Analysis of Commercial Games for Learning
Three fundamental assumptions...
1. That players must learn and indeed do learn new things while playing the game;
2. That successful games are successful at least partially because they facilitate that learning; and
3. That it is possible to examine learning in a digital game without associating what is learned with value-laden educational aims.
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Players must learn and indeed do learn new things while playing the game;
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Learning in Games
• Already Happening
• Learning is what we DO
• Learning is how we win the game.
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Successful games are successful at least partially because they facilitate that learning
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Successful GamesFacilitat
e
Learning
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It is possible to examine learning in a digital game without
associating what is learned with value-laden educational
aims.
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Learning vs. Education
Learning
Value-Neutral
Can be Coincidental
Natural
Internally Motivated*
Education
Value-Laden
Deliberate
Coerced/Persuaded
Externally Motivated*
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If games teach, how do they do
it?
And......
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How do we study “instructional design” in
COTS games?
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Black Box Reverse Engineering
Byrne, E. J. (1992). A Conceptual Foundation for Software Re-engineering. Proceedings of the International Conference on Software Maintenance, Orlando, FL, USA, 9-12 Nov 1992, p. 326-335.
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Ethology
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Ethology
1. Causation. What are the stimuli that elicit the response, and how has it been modified by recent learning?
2. Function: How does the behaviour impact on the animal's chances of survival and reproduction?
3. Development: How does the behaviour change with age, and what early experiences are necessary for the behaviour to be shown?
4. Evolution: How does the behaviour compare with similar behaviour in related species, and how might it have arisen through the process of phylogeny?
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Instructional Ethology
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Sample Analysis
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Analysis: Morphology
• High conceptual coherence– ‘scores’, game
space, set-up, levels
• ‘Standard’ controls
Note: this process is time consuming – goal is to build more detailed queries about behaviour based on the initial observations.
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Analysis: Ethology, Causation (Interaction)
• Use rod• Catch fish• Timing• ‘Line of sight’• Position of avatar• Residents talk
about fishing• Some are easy to
catch; others hard• Some are
common; others rare
Not especially interesting at first glance, but behaviour BECOMES interesting when Reviewed in light of other aspects.
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Analysis: Ethology, Development (Ontogeny, Game Flow)
• Very little change in the game over the life of the game the change is almost all in the player
• Effect is predictability• Few penalties beyond
immediate one.
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Analysis: Ethology, Evolution
• Previous animal crossing (with adaptations for platform)
• Limited RPG style / sim ancestors
• Format: – Changes in choices (options
include only those that make sense)
– Pockets– Currency
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Analysis: Ethology, Function (purpose) – how does it help players?
• Size of fish; Location, season, time of day, shape, sound (frog)
• Contests • Collections
– game keeps track for you– Provides 2 ways to collect
• Bells for fish• Experience.....• Minimal penalties for misses• Effort is rewarded
– can always sell what you catch, even if it’s not what you wanted
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Next Steps
• Compare good & bad games• Compare Commercial &
Educational Games• More perspectives• More games• Streamline process
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Thanks!