The Virtue of Failure Designing Games You Can’t Win for Learning Dana Ruggiero, Bath Spa University, UK 3: Wed. May 14 10:15-11:15 Katrin Becker, Mount Royal University, Canada Plan B October 20, 2014 © Dana Ruggiero & Katrin Becker 2 1. 2. 3. 4. 5. 6. 7. Intro: What does it mean to win? Unwinnability: Accidental vs Deliberate Does Winnabililty Matter? What about Productive Failure? Examples 1. Sept. 12 2. Sweatshop 3. Spent 4. Real Lives 5. Darfur / Global Conflicts Designing the Unwinnable What next? The EndGame October 20, 2014 © Dana Ruggiero & Katrin Becker 4   Interactive  Rules  Goal Quantifiable measure of progress (or success)  Definite Ending What makes a game a game? October 20, 2014 © Dana Ruggiero & Katrin Becker 5   Interactive  Rules  Goal Quantifiable measure of progress (or success)  Definite Ending What makes a game a game? October 20, 2014 © Dana Ruggiero & Katrin Becker 6 It is often assumed that every game must have a win state. What if the win state is that you DON'T? Winning? October 20, 2014 © Dana Ruggiero & Katrin Becker 7 Can losing be winning? Winning? October 20, 2014 © Dana Ruggiero & Katrin Becker 8 Serious Games have a message. What vs How October 20, 2014 © Dana Ruggiero & Katrin Becker 9 By Mistake: 1. 2. 3. 4. By Design: Design Choice Oversight: Essential items become unobtainable Out-Dated: Advances in hardware alter game Poor Design: too hard Incomplete/ Incompatible Rules 1. No End 2. End is moving target 3. Deliberate Design: Too Hard No Happy Ending. 4. Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 10 Unwinnable by Mistake: Oversight http://pikmin.wikia.com/wiki/Libra Pikmin: Libra and the Abyss October 20, 2014 © Dana Ruggiero & Katrin Becker 11 Unwinnable by Mistake: Outdated Grim Fandango October 20, 2014 © Dana Ruggiero & Katrin Becker 12 Unwinnable by Mistake: Poor Design Fission Impossible October 20, 2014 © Dana Ruggiero & Katrin Becker 13 Unwinnable by Mistake: Incompatible / Incomplete Rules Bioshock 2 October 20, 2014 © Dana Ruggiero & Katrin Becker 14 to be avoided, serious or not Unwinnable by Mistake October 20, 2014 © Dana Ruggiero & Katrin Becker 15 Unwinnable by Design? 1. 2. No End. End is moving target. 3. 4. October 20, 2014 Too Hard No Happy Ending. © Dana Ruggiero & Katrin Becker 16 Unwinnable by Design Online Games have no end by design. October 20, 2014 Most online games have no end because…. How else do you keep people playing? © Dana Ruggiero & Katrin Becker 17 Unwinnable by Design: No End Some puzzle games have no end by generating a potentially infinite number of levels. Image Credit: http://blog.lib.umn.edu/huber195/psy1001spring12/2012/04/tetris-its-more-than-just-a-game.html October 20, 2014 © Dana Ruggiero & Katrin Becker 18 Unwinnable by Design: Too Hard October 20, 2014 © Dana Ruggiero & Katrin Becker 19 Unwinnable by Design: No Happy Ending http://playingthecanon.files.wordpress.com/2012/06/shadowending.jpg October 20, 2014 © Dana Ruggiero & Katrin Becker 20 1. Is this something we can do in Serious Games? 2. SHOULD we? Unwinnable by Design: No Happy Ending http://playingthecanon.files.wordpress.com/2012/06/shadowending.jpg October 20, 2014 © Dana Ruggiero & Katrin Becker 21 How many people actually get to the end? Does knowledge of winnability affect gameplay? Does it Matter? October 20, 2014 © Dana Ruggiero & Katrin Becker 22 Deep Approaches Surface Approach • Understand material for oneself • Reproduce parts of the content • Interacting critically • Accepting passively • Relating ideas to previous knowledge/experience • Meeting assessment requirements • Using organizing principles to integrate ideas. • Little reflection • Relating evidence to conclusions • Memorizing facts and procedures routinely • Examining the logic of the argument • … Deep vs Surface Learning Defining features of approaches to learning (Adapted from Marton et al., 1984, and Entwistle & Ransden, 1983) October 20, 2014 © Dana Ruggiero & Katrin Becker 23 Boy in the striped Pyjamas It's a Wonderful Life Happy vs Tragic Endings October 20, 2014 © Dana Ruggiero & Katrin Becker 24 Learning from our Mistakes* October 20, 2014 © Dana Ruggiero & Katrin Becker 25 Good Planet of the Apes Learning from our Mistakes* October 20, 2014 © Dana Ruggiero & Katrin Becker 26 • • • • • Productive Failure (PF) better than Direct Instruction (DI) wrt: • conceptual understanding • transfer • procedural fluency retained Teachers consistently underestimate students’ ability to generate Representations and Solution Methods (RSMs) Student ability (PSLE testing) not predictor of generative capacity (ability to generate theories) = Representations and Solution Methods (RSM) diversity significantly correlated with learning gains Productive Failure (PF) teachers learn better too. Productive Failure October 20, 2014 © Dana Ruggiero & Katrin Becker 27 Implications: Sept. 12 October 20, 2014 © Dana Ruggiero & Katrin Becker 28 Implications Dichotomy October 20, 2014 © Dana Ruggiero & Katrin Becker 29 Implications: This Could be You October 20, 2014 © Dana Ruggiero & Katrin Becker 30 Implications This Could be You October 20, 2014 © Dana Ruggiero & Katrin Becker 31 Implications Call to Arms October 20, 2014 © Dana Ruggiero & Katrin Becker 32 • • • elevates importance of endgame especially if that's where the main message is delivered (endstate drives the whole design) endstate is possible in "normal" game; endstate is driven in "GYCW" game (i.e. happy endings must be prevented) Implications: EndState October 20, 2014 © Dana Ruggiero & Katrin Becker 33 When could/should a game be unwinnable? • Kinds of messages? • Length of game? • Differences in reflection/debriefing? • How much of literature/film model can we use (i.e. large part of film/story designed to KEEP you from realizing the end) Designing the Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 34 When could/should a game be unwinnable? • Kinds of messages? • Length of game? • Differences in reflection/debriefing? Designing the Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 35 • • Players make up own measure of success How to mitigate distress of players (especially young ones) Designing the Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 36 Formal Education 1. 2. 3. 4. 5. 6. 7. Games Focused on learner success (grades) grades (high) right answer that there even IS an right answer avoid following wrong path not enough attention to process no logical consequence to poor choices (except grades) 1. 2. 3. 4. 5. 6. 7. Focused on player success (getting to end) points (always?) permission to proceed OK to leave unanswered questions (like literature & film) learn by following wrong path – sometimes for a long time mostly about process logical consequence to poor choices (sometimes forced) Designing the Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 37 How do we measure success? • sales / downloads? • completion? • reviews? • should people like it? • is it good if they don't? • behavioural change? Measuring the Unwinnable October 20, 2014 © Dana Ruggiero & Katrin Becker 38 Focus on the Message Address Wicked Problems Appropriate Length Build in Reflection Tell a Good Story Five rules for designing unwinnable games October 20, 2014 © Dana Ruggiero & Katrin Becker 39 • Another approach to design. • One not normally addressed in design books/ courses. • Should we establish design principles? Take-Aways October 20, 2014 © Dana Ruggiero & Katrin Becker 40 Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to ‘get’ our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you can’t win may be more powerful than those you can. This presentation explores a class of games where ‘winning’ doesn’t look the way we expect it to look. Some games don’t allow players to win at all, in which case the ‘message’ is effectively a cautionary tale. The authors refer to these games as “games you can’t win”, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives. Abstract October 20, 2014 © Dana Ruggiero & Katrin Becker 41