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A little bit about myself
▪ Game Producer
▪ One Upon Light IGF China 2013 Best Game
▪ USSHHN5 Halloween Mobile Game tie up with Universal Studios Singapore
▪ Assistant Director of Game Lab
▪ Persuasive Games
Human-Focused Design Vs Function-Focused Design
▪ Applying game design elements into non-gaming contexts
▪ Emphasis on Human Motivation
What is a Game?
A form of COMPETITIVE ACTIVITY or sports played according to RULES
An activity that one engages in for AMUSEMENT
Flow Theory
The mental state of operation in which a person performing an activity is fully immersed in its process.
19
40
19
58
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
19
40
19
58
19
78
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
SPACE INVADERS
Early success of modern gaming
Inspired by Star Wars
19
40
19
58
19
78
19
80
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
SPACE INVADERS
Early success of modern gaming
Inspired by Star Wars
ARMY BATTLEZONE
First serious game
Bradley Fighting Vehicle
19
40
19
58
19
78
19
80
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
SPACE INVADERS
Early success of modern gaming
Inspired by Star Wars
ARMY BATTLEZONE
First serious game
Bradley Fighting Vehicle
The Era of Great
Video Games
Real-world to Fantasy Fantasy to Real-world
19
40
19
58
19
78
20
01
19
80
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
SPACE INVADERS
Early success of modern gaming
Inspired by Star Wars
ARMY BATTLEZONE
First serious game
Bradley Fighting Vehicle
OPERATION FLASHPOINT
Converted to VBS1
Used by U.S. Marines
The Era of Great
Video Games
Real-world to Fantasy Fantasy to Real-world
19
40
19
58
19
78
20
01
19
80
20
05
NIM-atron
First computer game with “AI”
@ New York World’s Fair Westinghouse
TENNIS FOR TWO
First game with graphical display
Real-world to Fantasy
SPACE INVADERS
Early success of modern gaming
Inspired by Star Wars
ARMY BATTLEZONE
First serious game
Bradley Fighting Vehicle
OPERATION FLASHPOINT
Converted to VBS1
Used by U.S. Marines
WORLD OF WARCRAFT
Corrupted Blood Glitch
Widespread virtual epidemic
The Era of Great
Video Games
Real-world to Fantasy Fantasy to Real-world
CorruptedBlood (2005)
A disease, that once inflicted, causes damage over time to a player and will infect other players at close proximity
Insights into real pandemics
“… the incident raised the possibility for valuable scientific content to be gained from this unintentional game error.”
Nina Fefferman and Eric Lofgren of the Tufts University School of Medicine,
Lancet Infectious Diseases journal (2007)
Parallels between Real and Fantasy Worlds
“…similar to the role of air travel in the rapid global spread of severe acute respiratory syndrome (SARS)”
Professor Ran Balicer,
Director of Ben-Gurion University & Clalit Research Institute
The Human Factors
“What made Corrupted Blood so interesting was the way players responded
providing an insight into the psychological response to plague that most
computer models can never hope to capture.”
http://uk.reuters.com/article/2009/04/27/us-flu-virtual-idUKTRE53Q4HI20090427
Octalysis: A Gamification Framework
Chou, Yu-kai (13 May 2015). Actionable Gamification: Beyond
Points, Badges and Leaderboards
Octalysis: A Gamification Framework
Chou, Yu-kai (13 May 2015). Actionable Gamification: Beyond
Points, Badges and Leaderboards
Octalysis Motivational Drives
▪ Epic Meaning & Calling
▪ Development & Accomplishment
▪ Empowerment of Creativity & Feedback
▪ Ownership & Possession
▪ Social Influence & Relatedness
▪ Scarcity & Impatience
▪ Unpredictability & Curiosity
▪ Loss & Avoidance
Octalysis of Farmville
• Extrinsic Motivation
• Players are motivated by rewards, goals, milestones, points, recognition
• Negative Motivation
• Players are actively engaged based on uncertainty and fear
• Players lack control of their own actions
Advanced Types of Gamification
▪ Education + Simulation
▪ Simulation + Engagement
Raise Awareness
Improve Lives or Adoption
AgainIt’s Play-time!
SPENT
15 minutes
As you play, consider the Intrinsic VsExtrinsic Motivations:
• What did you learn?
• What made you enjoy the game?
Both are important!
Extrinsic
Short term motivation >> Short term retention
Intrinsic
Mid to Long term motivation >> Long term retention
Both are important!
Extrinsic
Short term motivation >> Short term retention
Intrinsic
Mid to Long term motivation >> Long term retention
A tool to shape your gamification idea
▪ Determine its feasibility
▪ See if the various game design thinking and elements can be applied
Behaviour Considerations
▪ What behaviours are we expecting to modify?
▪ What behaviours do we want to improve?
▪ Examples:
▪ Taking precaution, i.e. move important items to higher ground, during a flood
▪ Change our perception of marginalised population
Influencing Behaviours
▪ List down objective and expected behaviour(s)
▪ Simplify the process of what needs to be taught
▪ Emphasize contents (mechanics) for subconscious learning
▪ Experience cause and effect
Octalysis Motivational Drives
▪ Epic Meaning & Calling
▪ Development & Accomplishment
▪ Empowerment of Creativity & Feedback
▪ Ownership & Possession
▪ Social Influence & Relatedness
▪ Scarcity & Impatience
▪ Unpredictability & Curiosity
▪ Loss & Avoidance
A genre defines what actions and/or interactions your audience take
In turn, it helps to streamline how you would like to “gamify”
When player’s actions or interactions is defined
You are shaping the behaviours that are expected of them
Genre affects your audience’s reach
All these while, we assume that the target audience plays all kinds of genre
What if you factor the % that each genre can reach out to?
Platform Considerations
▪ Which platform is my target audience comfortable with?
▪ Is it widely available?
▪ How does it affect my mechanics?
▪ Controller
▪ Touchscreen
▪ Mouse & Keyboard
Mechanic Considerations
▪ How can we simplify the mechanics such that players understand?
▪ How can we create progression for the mechanics?
▪ Examples:
▪ Monitor your spending habits to stretch your dollar
▪ Flood effects outside your home – how do you cope?
Dynamic Considerations
▪ How (un)realistic should our dynamics be?
▪ What dynamics work best for players for their game progression?
▪ Examples:
▪ Lethality / Destruction
▪ Reward / Productivity
Aesthetic Considerations
▪ What do you want players to experience?
▪ How to have them remain engaged?
▪ Examples:
▪ Kindness! Strength!
▪ Difficulty! Self Discovery!
Game as a Tool
▪ Engage
▪ Educate
▪ Simulate
Escape from Reality
A safe environment
Understand Behaviours
Possible Types of Gamification
▪ MOTIVATION & RETENTION
▪ TRAINING
▪ BEHAVIOUR MODIFICATION
▪ AWARENESS & EMPATHY
▪ IMPROVE LIVES & ADOPTION
Four Stages of Competence
▪ Unconscious Incompetence
▪ Conscious Incompetence
▪ Conscious Competence
▪ Unconscious Competence
Resistance
Unconscious Incompetence
▪ Individual does not understand or know how to do something
▪ Doesn’t recognize his/her lacking
Conscious Incompetence
▪ Individual does not understand or know how to do something
▪ Does recognize his/her lacking
Resistance
Unconscious Incompetence
▪ Individual does not understand or know how to do something
▪ Doesn’t recognize his/her lacking
Conscious Incompetence
▪ Individual does not understand or know how to do something
▪ Does recognize his/her lacking
ENGAGE
Learn through Experience
Conscious Incompetence
▪ Individual does not understand or know how to do something
▪ Does recognize his/her lacking
Conscious Competence
▪ Individual understands or knows how to do something
Learn through Experience
Conscious Incompetence
▪ Individual does not understand or know how to do something
▪ Does recognize his/her lacking
Conscious Competence
▪ Individual understands or knows how to do something
EDUCATE
Practice makes Perfect
Conscious Competence
▪ Individual understands or knows how to do something
Unconscious Competence
▪ Individual has had so much practice, it becomes “second nature”
Practice makes Perfect
Conscious Competence
▪ Individual understands or knows how to do something
Unconscious Competence
▪ Individual has had so much practice, it becomes “second nature”
SIMULATE