Download - Mda for course design 8-12-15
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Summary: In this session, we will share Hunicke et al’s (2004) MDA framework, which considers user experiences through Mechanics (what’s possible), Dynamics (what happens), and Aesthetics (overall experience). See how these interrelated parts can be adjusted to respond to learner feedback, and try it out with your teaching examples. Using MDA in teaching can lead to more engaging and playful learning. Furthermore, by layering Backwards Design (Wiggins & McTighe 1998, 2005) onto MDA, course designers can learn how MDA complements what they’re already doing in their instruction.
More learners come to our online classes with a deep familiarity with video games. Learning how to incorporate course design and assessment from the perspective of game design can meet our learners in familiar territory to increase their engagement and motivation. The session brings together current research in learning sciences with our own experiences leading workshops on game design and curriculum development at both regional and national learning conferences and our use of the framework in instruction.
Ryan Martinez is an Instructional Designer at UW-Extension: Continuing Education, Outreach & E-Learning. He was the primary instructional designer for the Video Games and Learning MOOC through Coursera, and has created and taught various courses — both online and offline — to high school, undergraduate, and graduate students over the past five years. On the side, Ryan is a game design and assessment consultant who has worked for several universities across the United States. @ryanmmartinez
@regardingjohn [email protected]
John Martin is a Sr Teaching & Learning Consultant at UW–Madison Academic Technology, where he teaches and develops socioculturally-rich teaching and learning practices. For his PhD and research he broadly considers the motivational and sociocultural learning affordances of video games, and specifically focuses on experiential student-created learning.
Backwards Design Meets Game Design: Restructuring a More Engaging Course
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Why Games?
Backwards Design Review
MDA (Mechanics, Dynamics, and Aesthetics) Framework
Putting it all together
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Why look to games for insight?
Share
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Backwards design?
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What Does MDA suggest?
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Mechanics = What they have to work with
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What can players do in
The Driving Game?Share
roll dice, move body/piece, deal & draw cards, exchange, kick/bounce/throw/catch/hit/miss,
game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game,
Game Mechanics
Game Dynamics
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Dynamics = What they can do with the mechanics
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What associations do different vehicle designs conjure up?
Prius?
Porche?RV?
motorcycle?
Minivan?
Humvee?
Share
Sensation: game as sense-pleasure
Fantasy: game as make-believe
Narrative: game as drama
Challenge: game as obstacle course
Fellowship: game as social framework
Discovery: game as uncharted territory
Expression: game as self-discovery
Submission: game as pastime
Game Aesthetics
Convertible?
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Aesthetics = What does that “doing with” experience feel like?
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Acting
Interacting
Play
erW
orld
Killers
Socializers Explorers
Achievers
harass, heckle, hack, cheat, taunt, tease
give, express, comment, share, greet, like, tease
explore, view, rate, curate, vote, review
win, challenge, create, compare, show off
Bartle (1996) http://www.mud.co.uk/richard/hcds.htm
Aesthetics = What does that “doing with” experience feel like?
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Mechanics = What they have to work with
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Dynamics = What they can do with the mechanics
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Dynamics = What they can do with the mechanics
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Aesthetics = What does that “doing with” experience feel like?
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leads to Dynamics(what they do)
Mechanics (materials/constraints)
Aesthetics(how it feels)
to review…
leads to
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What are the “mechanics” of a course?
Share
roll dice, move body/piece, deal & draw cards, exchange, kick/bounce/throw/catch/hit/miss,
game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game,
Game Mechanics
Game Dynamics
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Schedule Teaching Philosophy
Students
Classroom
Mechanics = What they have to work with
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What are some “dynamics” of a course?
Share
roll dice, move body/piece, deal & draw cards, exchange, kick/bounce/throw/catch/hit/miss,
game board/field layout, dice, cards, balls & sticks, number of players, rules, length of game,
Game Mechanics
Game Dynamics
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Confessional Videos
(community-building)
Project Pitches (idea sharing)
Experience Sharing
(peer learning)
Small Group Projects
(collaboration)
Dynamics = What they can do with the mechanics
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Dynamics = What they can do with the mechanics
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Share
Sensation: game as sense-pleasure
Fantasy: game as make-believe
Narrative: game as drama
Challenge: game as obstacle course
Fellowship: game as social framework
Discovery: game as uncharted territory
Expression: game as self-discovery
Submission: game as pastime
Game Aesthetics
What associations do different course
dynamics conjure up?
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game as sense-pleasure: Sensation
game as make-believe: Fantasy
game as drama: Narrative
game as obstacle course: Challenge
game as social framework: Fellowship
game as uncharted territory: Discovery
game as self-discovery: Expression
game as pastime: Submission
Game Aesthetics
What associations do different course activity
designs conjure up?
Embodiment: deep sense experience
Epistemic Frame: role playing
Scaffolding: the arc in learning
Problem-based Learning: challenges
Sociocultural: collaboration
Research: deep investigation
Self-Knowledge: prior understandings/identity
Time-on-Task: motivated work
Course Aesthetics
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Aesthetics = What does that “doing with” experience feel like?
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not all game dynamics are “fun”
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So, how again does this jive with Backwards design?
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So, how again does this jive with Backwards design?
Aesthetics
Dynamics
Mechanics
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SENSATION FANTASY NARRATIVE CHALLENGE FELLOWSHIP DISCOVERY EXPRESSION SUBMISSION OTHER OTHER LEVEL
Adjust as necessary
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Stage One:Desired Results
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Stage Three: Learning Plan
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Stage Two: Evidence
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Stage One:Desired Results
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Stage Three: Learning Plan
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Stage Two:Evidence
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Stage One: Desired Results
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MDA in Course Design (Hunicke, Le Blanc, & Zubek, 2004)
Repeat as needed.
Identify Aesthetics
Recognize Dynamics
Tweak Mechanics
Iterate