1. 1 Instructional Ethology Reverse Engineering for Serious Design of Educational Games Katrin Becker, University of Calgary

2. 2 Instructional Ethology Katrin Becker, FuturePlay 2007 2 Outline Studying the Masters Educational Game Design Analysis of Commercial Games for Learning –Learning in Games –Successful Games Facilitate Learning –Learning vs. Education Methodological Synergy Ontological Excavation Instructional Ethology Sample Analysis

3. 3 Instructional Ethology Katrin Becker, FuturePlay 2007 3 Studying the Masters

4. 4 Instructional Ethology Katrin Becker, FuturePlay 2007 4 Educational Game Design Instructional Design Content (what) Receptacle for content Vantage Point: Formal Education Ed. Credentials Game Design Player Experience (how) Teaching Method Vantage Point: Entertainment (SENG?) Industry Credentials

5. 5 Instructional Ethology Katrin Becker, FuturePlay 2007 5 Analysis of Commercial Games for Learning 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. Three fundamental assumptions:

6. 6 Instructional Ethology Katrin Becker, FuturePlay 2007 6 Learning in Games Already Happening Learning is what we DO Learning is how we win the game.

7. 7 Instructional Ethology Katrin Becker, FuturePlay 2007 7 Successful Games Facilitate Learning

8. 8 Instructional Ethology Katrin Becker, FuturePlay 2007 8 Learning vs. Education Learning Value-Neutral Can be Coincidental Natural Internally Motivated* Education Value-Laden Deliberate Coerced/Persuaded Externally Motivated*

9. 9 Instructional Ethology Katrin Becker, FuturePlay 2007 9 Methodological Synergy Behavioural AnalysisStructural Analysis Analysis EthologyOntological Excavation Game as Object Game Ethology (dynamic) Game Structure (static)

10. 10 Instructional Ethology Katrin Becker, FuturePlay 2007 10 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.

11. 11 Instructional Ethology Katrin Becker, FuturePlay 2007 11 Ontological Excavation

12. 12 Instructional Ethology Katrin Becker, FuturePlay 2007 12 Ontological Excavation of Games

13. 13 Instructional Ethology Katrin Becker, FuturePlay 2007 13 Ethology

14. 14 Instructional Ethology Katrin Becker, FuturePlay 2007 14 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?

15. 15 Instructional Ethology Katrin Becker, FuturePlay 2007 15 Instructional Ethology

16. 16 Instructional Ethology Katrin Becker, FuturePlay 2007 16

17. 17 Instructional Ethology Katrin Becker, FuturePlay 2007 17 Analysis – Ultimate Goal: to match behaviours with objectives

18. 18 Instructional Ethology Katrin Becker, FuturePlay 2007 18 Sample Analysis

19. 19 Instructional Ethology Katrin Becker, FuturePlay 2007 19 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.

20. 20 Instructional Ethology Katrin Becker, FuturePlay 2007 20 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.

21. 21 Instructional Ethology Katrin Becker, FuturePlay 2007 21 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.

22. 22 Instructional Ethology Katrin Becker, FuturePlay 2007 22 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

23. 23 Instructional Ethology Katrin Becker, FuturePlay 2007 23 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

24. 24 Instructional Ethology Katrin Becker, FuturePlay 2007 24

25. 25 Instructional Ethology Katrin Becker, FuturePlay 2007 25

26. 26 Instructional Ethology Katrin Becker, FuturePlay 2007 26 Next Steps Compare good & bad games Compare Commercial & Educational Games More perspectives More games Streamline process

27. 27 Instructional Ethology Katrin Becker, FuturePlay 2007 27 Thanks!