This document discusses using the Mechanics-Dynamics-Aesthetics (MDA) framework for course design. The MDA framework considers user experiences through mechanics (what's possible), dynamics (what happens), and aesthetics (overall experience). These interrelated parts can be adjusted to respond to learner feedback. Using MDA in teaching can lead to more engaging learning. Furthermore, layering backwards design onto MDA shows how MDA complements existing instructional design approaches. The session will explore applying current research in learning sciences and experiences with game design workshops to instructional design.

1. 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

2. Why Games?
Backwards Design Review
MDA (Mechanics, Dynamics,
and Aesthetics) Framework
Putting it all together
2

3. 3

4. 4
Why look to
games for
insight?
Share

5. 5
Backwards design?

6. 6
What Does MDA suggest?

7. Mechanics = What they have to work with

8. 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

9. Dynamics = What they can do with the mechanics

10. 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?

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

12. Acting
Interacting
Player
World
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. 14
Mechanics = What they have to work with

15. Dynamics = What they can do with the mechanics

16. Dynamics = What they can do with the mechanics

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

18. 18
leads to
Dynamics
(what they do)
Mechanics
(materials/constraints)
Aesthetics
(how it feels)
to review…
leads to

19. 19
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

20. Schedule Teaching
Philosophy
Students
Classroom
Mechanics = What they have to work with

21. 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

22. Confessional Videos
(community-building)
Project Pitches
(idea sharing)
Experience Sharing
(peer learning)
Small Group Projects
(collaboration)
Dynamics = What they can do with the mechanics

23. 23
Dynamics = What they can do with the mechanics

24. 24
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?

25. 25
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

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

27. 27
not all game dynamics are “fun”

28. 28
So, how again does this jive with Backwards design?

29. 29
So, how again does this jive with Backwards design?
Aesthetics
Dynamics
Mechanics

30. 30

31. SENSATION FANTASY NARRATIVE CHALLENGE FELLOWSHIP DISCOVERY EXPRESSION SUBMISSION OTHER OTHER LEVEL
Adjust as necessary

33. Stage One:
Desired Results

34. Stage Three:
Learning Plan

35. Stage Two:
Evidence

36. Stage One:
Desired Results

37. Stage Three:
Learning Plan

38. Stage Two:
Evidence

39. Stage One:
Desired Results

42. 42
MDA in Course Design
(Hunicke, Le Blanc, & Zubek, 2004)
Repeat as
needed.
Identify
Aesthetics
Recognize
Dynamics
Tweak
Mechanics
Iterate