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

ryan.martinez@uwex.edu

@regardingjohn john.martin@wisc.edu

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

Why Games?

Backwards Design Review

MDA (Mechanics, Dynamics, and Aesthetics) Framework

Putting it all together

2

3

4

Why look to games for insight?

Share

5

Backwards design?

6

What Does MDA suggest?

Mechanics = What they have to work with

8

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

Dynamics = What they can do with the mechanics

10

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?

Aesthetics = What does that “doing with” experience feel like?

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?

14

Mechanics = What they have to work with

Dynamics = What they can do with the mechanics

Dynamics = What they can do with the mechanics

Aesthetics = What does that “doing with” experience feel like?

18

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

Schedule Teaching Philosophy

Students

Classroom

Mechanics = What they have to work with

21

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

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

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

Stage One:Desired Results

Stage Three: Learning Plan

Stage Two: Evidence

Stage One:Desired Results

Stage Three: Learning Plan

Stage Two:Evidence

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