designing for flow: creating compelling user experiences for learning
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Designing for Flow: Creating Compelling User Experiences for Learning
Julie DirksenUsable Learning - LEEF
2011
How did we get here?
Flow? Sure Andy, no
problem…
Pop Quiz
How you do you say:
“Mihaly Csikszentmihalyi”
cheat code
What’s Flow?
Flow: The Psychology of Optimal Experience
By Mihaly Csikszentmihalyi
ArousalAnxiety
Worry Control
RelaxationApathy Boredom
Flow
Low Skill Level High
Ch
alle
ng
e L
evel
High
Low
The Flow Channel
Challenge
Abili
ty
Flow Channel
- Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
Why are YOU here?
First Person to say “engagement” gets a prize!
Video Game Stare
What do you want to teach?
Three Things
• Structure• Goals and Feedback• Immediacy
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
What if riding a bike was like playing a video game?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
Now, what if riding a bike was like a typical e-Learning course?
What does your learning look like?
What’s happening in the brain?
What is going on when you are learning something new?
Well, areas like your frontal cortex gets busy. It starts burning a lot of fuel, and hits its limits pretty quickly.
What is going on when you using a regular pattern you already know?
That leverages parts of the brain that can run without a lot of conscious attention.
Glucose Metabolic Rate after several weeks of Tetris Practice
Most e-Learning is biking straight uphill
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Intro
New Info
More new Info
Even more
new Info
Yet again
with the new info
Summary Whe
w!
Games, on the other hand…
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Some new stuff, pretty easy
though
Stuff you know plus a bit more
Stuff you
know, maybe a little faster
Stuff you
know plus a
bit more
Stuff you
know, kicked up a notch
Boss Fight
It’s a lot like flow:
Challenge
Abili
ty
Flow Channel
- Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
It also allows you to pay attention to what’s different.
In this model, everything is new and everything is important (so nothing is).
Whew!
It also allows you to pay attention to what’s different.
In this model, the new material is mixed in with existing stuff, so the new material stands out.
Whew!
We all need a rest sometimes:
If you don’t give people a break, they will take it anyway.
Okay, I get it
Uh huh. Uh huh...
Wait, this is important
Whew!
Brain dead, leaking out the ears
Tuned out
Kind of distracted
Now you try
http://bit.ly/pzomb
What did you notice?
Using this for Learning
Next, let’s talk about GOALS
Image Attribution: modified version of an image from Sebastian Deterding, “Don't Play Games With Me! Promises and Pitfalls of Gameful Design” June 15, 2011 via Slideshare, Creative Commons Attribution.
Ever been rock climbing?
Micro-level goals
Medium Goals
End Goal!
Even if you don’t notice it…
Even if you don’t notice it…
The Art of Game Design
By Jesse Schell
Keep it balanced
Challenge
Abili
ty
Flow Channel
- Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
Plants vs Zombies Level Difficulty
http://www.slideshare.net/gwertzman/the-making-of-popcaps-plants-vs-zombies
How are goals handled in the workplace?
Annual Performance Review
Annual Performance Review
How are goals handled in the workplace?
It will be rainy and 65 degrees one year from now.
Annual Performance Review
Instead of this…
Image Attribution: modified version of an image from Sebastian Deterding, “Don't Play Games With Me! Promises and Pitfalls of Gameful Design” June 15, 2011 via Slideshare, Creative Commons Attribution.
…we get this
What this ISN’T
Chunking Content
Image Attribution: modified version of an image from Sebastian Deterding, “Don't Play Games With Me! Promises and Pitfalls of Gameful Design” June 15, 2011 via Slideshare, Creative Commons Attribution.
What this ISN’T
Chunking Content
These are accomplishments
I just got the database
integration working for
my leaderboard application.
I RULE.
How long is this
chapter?
Oh good, I just
finished chapter 7.
How can I use this? And this? And this?
Okay! I know that somewhere in one of
these chapters or books, there will be
something that helps me troubleshoot the
asteroids motion. I’m going to check the online forum again.
Accomplishments Content
I just successfull
y wrote “Hello
World” to the
database.
Leveling up
For example:
• How could you create levels and accomplishments for new manager training?
Todd – A brand new manager
Create Levels for Todd
• What would the levels be?
• What would the achievements be for each level?
Now you map it
Image Attribution: modified version of an image from Sebastian Deterding, “Don't Play Games With Me! Promises and Pitfalls of Gameful Design” June 15, 2011 via Slideshare, Creative Commons Attribution.
Making Progress Visible
ImmediacyI don’t
need to worry
about that yet…
Why are brains like elephants?
Why is our brain like a child riding an elephant?
Jonathan Haidt – The Happiness Hypothesis
Child = conscious mind / executive function (prefrontal cortex)
Elephant = everything else
Sometimes the elephant is willing
Other times...
So, get the elephant’s attention?
”try to make just-in-case learning feel more like just-in-time learning”
- The always fabulous Kathy Sierra
What are you using here?• How many people have had to take the written drivers
test lately?
Right of Way and YieldingRight-of-way and yielding laws help traffic flow smoothly and safely.They are based on courtesy and common sense. Violation of theselaws is a leading cause of traffic crashes.
When two vehicles reach an intersection at the same time, and thereis no traffic light or signal, the driver of the vehicle on the left mustyield to the vehicle on the right.
-Minnesota Driver’s Manual
Right of Way and YieldingRight-of-way and yielding laws help traffic flow smoothly and safely.They are based on courtesy and common sense. Violation of theselaws is a leading cause of traffic crashes.
When two vehicles reach an intersection at the same time, and thereis no traffic light or signal, the driver of the vehicle on the left mustyield to the vehicle on the right.
-Minnesota Driver’s Manual
• Think about how that feels.
Now, how about this?
If there’s no urgency...
Most of the burden is on the executive function (e.g. frontal cortex).
Learning without urgency:
Relying solely on the executive function is like:
Gasp!
What happens when there is urgency?
Mid-brain areas (e.g. limbic system / amygdala are saying:
“PAY ATTENTION! This could be important.”
Learning with urgency:
Learning that engages the whole brain requires much less conscious effort:
What makes it work?
• Balanced gameplay– Expectation– Surprise– Reward
Good surprises are good• Pleasant surprises cause a dopamine spike
“PAY ATTENTION!
If this is good, then you want more.
Even bad surprises are good• Unpleasant surprises cause a dopamine drop.
“PAY ATTENTION!
This is bad. Avoid in future.”
No surprises are bad
Hmm. I wonder what I should
have for dinner...
How can you make your topic more immediate?
Questions?
Julie Dirksen
Email: julie@usablelearning.com
Blog: http://usablelearning.wordpress.com
Twitter: usablelearning
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