Essential Question: How would you change the rubric for the final project to better reflect what is important in games?
In an article for the University of Wisconsin-Platteville Teaching and Technology Center, gamification is broken down into the important aspects of a game that engage the user. This article describes the elements as pyramid-like, with the components forming the base, the mechanics forming the middle, and the dynamics being the tip. So, while the components make up the bulk of the experience and are not as abstract, it is the mechanics and the ultimately the dynamics that hold the whole experience together.
To refamiliarize ourselves with these different elements, let’s start with the bottom of our pyramid and work upward. Examples of components are: Achievements, Avatars, Badges, Boss Fights, Collections, Combat, Content Unlocking, Gifting, Leaderboards, Levels, Points, Quests, Social Graphs, Teams, and Virtual Goods. The mechanics elements are Challenges, Chance, Competition, Cooperation, Feedback, Resource Acquisition, Rewards, Transactions, Turns, and Win States. Finally, at the top of the pyramid, in the key position to hold everything else in place, are the dynamic elements: Constraints, Emotions, Narrative, Progression, and Relationships.
While the components are an important part of the gamification puzzle, it is the mechanics and dynamic elements that truly make the experience. Bryant Nielson (2013) writes, “When applied in the correct manner, these two elements of gamification have the ability to drive user engagement and participation to new heights. Therefore, it is these elements that I feel should be the focus of the rubric and any changes that need to be made to it.
One area that I feel needs to be strengthened is #5: Interactivity. This is a key dynamic element (relationships), and, being one of the key elements that drives gamification, it is my feeling that both the “Meets” and “Exceeds” columns could be more rigorous. My suggestion for this would be to move the criteria for “Exceeds” to the “Meets” column, then upgrade “Exceeds” to include wording such as “Interaction with others and/or with the game occurs regularly during play. Opportunities are available for students to independently seek out collaboration with other players on challenges.”
|5. Interactivity (Collaboration): students are able to interact with other and the game (20)||Needs Improvement
There is little or no interaction between players or between players and the game.
Interaction with other players and with the game is occasionally encouraged, but may not play a significant role in game play.
Interaction with others and/or with the game occurs regularly during game play. Collaboration is encouraged and allows the player to progress in the game while receiving support from other players and the game.
Gamification dynamics, components, and mechanics. (2016). University of Wisconsin-Platteville. Teaching and Technology Center. Retrieved from https://www.uwplatt.edu/ttc/gamification-dynamics-mechanics-and-components
Lawley, E. (2012, July). Games as an alternate lens for design. Social Mediator. Retrieved from https://www.researchgate.net/publication/244486331_Gamification_Designing_for_motivation
Nielson, B. (2013, July 24). Gamification mechanics vs. gamification dynamics. Retrieved from http://www.yourtrainingedge.com/gamification-mechanics-vs-gamification-dynamics/