Robert Songer and Kazunori Miyata. Japan Advanced Institute of Science and Technology

1. A Playful Affordances Model
for Gameful Learning
Robert W. Songer¹² Kazunori Miyata²
¹Kanazawa Technical College
²Japan Advanced Institute of Science and Technology

2. Does Gamification Work?
• A review of empirical studies on gamification reveal numerous
variables related to the efficacy of gamified systems, namely related
to the context and the user. [7]
How can we design game-like experiences that
encourage student learning?
TEEM '14, October 01 - 03 2014, Salamanca, Spain

3. Gamification vs. Gameful Design [6]
Gamification
• Game design elements in
non-game context
• Often seen as a “game-layer”
• Employs rhetoric and metaphor
Gameful Design
• Game-like experiences from
game design principles
• Instills ludic qualities
• Gameplay behavioral outcomes
TEEM '14, October 01 - 03 2014, Salamanca, Spain

4. What motivates gamers?
• Self-Determination Theory (SDT) says feelings of autonomy,
competency and relatedness foster high quality motivation. [14]
↪ Games satisfy these psychological needs for well-being which may or may
not be present in real-life. [12]
• A survey of gamers shows dispositional flow and intrinsic regulation
to be the strongest motivating factors of gaming. [17]
TEEM '14, October 01 - 03 2014, Salamanca, Spain

5. Dispositional Flow [5]
1. Balance of challenge and skill
2. Merging of actions and awareness
3. Clear goals
4. Unambiguous feedback
5. Concentration on the task at-hand
6. A sense of control
7. Loss of self-consciousness
8. Transformation of time
9. Autotelic experience
TEEM '14, October 01 - 03 2014, Salamanca, Spain

6. Frameworks for Game Design & Analysis
MDA [9] Playful Persuasion [13] Game Design Elements [6]
Mechanics
Dynamics
Aesthetics
System
Interaction
Experience
Transformation
Interface Design
Patterns and Mechanics
Principles and Heuristics
Game Models
Game Design Methods
TEEM '14, October 01 - 03 2014, Salamanca, Spain

7. Two Definitions of “Game”
“a system in which players engage in
an artificial conflict, defined by rules,
that results in a quantifiable outcome”
([15], p. 80)
“a problem-solving experience
approached with a playful attitude”
([16], p. 37)
TEEM '14, October 01 - 03 2014, Salamanca, Spain

8. The Phenomenon of Play
• Defined by attitude (mode) as well as activity (form). [11]
• An autotelic experience communicated implicitly through the framing
of the activity. [2]
• A “magic circle” of ritual integrating physical, psychological and social
contexts. [8]
Is it still play if we don’t enjoy the game?
TEEM '14, October 01 - 03 2014, Salamanca, Spain

9. (Electronic)
Games
• Artifacts
• Social
Context
Target
Domain
• Artifacts
• Social
Context
Psychological
State TEEM '14, October 01 - 03 2014, Salamanca, Spain

10. Gamification in Context
• Game-like experiences rely on a gameful context.
• The domain to be gamified is heavy with context which must then be
integrated into the spatial and temporal bounds of the “game”.
1. Use game design elements in the creation of artifacts for learning (materials,
assessments, etc.) to make the context gameful.
2. Design for learning goals/outcomes to emerge from the special meaning
created through play within the gameful context.
TEEM '14, October 01 - 03 2014, Salamanca, Spain

11. Play terms (compiled from [1,3,4,10])
Agon Alea Mimicry Ilinx
Challenge Discovery Fantasy Sensation
Competition Curiosity Narrative Stimulation
Difficulty Exploration Fiction Danger
Control Risk Creation Sensory
Achievement &
Beauty &
Cognitive
Completion
Immersion
Synergy
Physical Activity
Contest &
Challenge
Exploration &
Discovery
Imagination &
Creativity
Sensation &
Arousal
TEEM '14, October 01 - 03 2014, Salamanca, Spain

12. Playful Affordances
• Multi-dimensional
relationship of
enjoyable
experiences
emerging from
playful actions
TEEM '14, October 01 - 03 2014, Salamanca, Spain

13. Discussion
• Affordances guide design;
states present qualities to
be evaluated.
• Provided for play mode
but not utility mode
TEEM '14, October 01 - 03 2014, Salamanca, Spain

14. Thank You
[1] Apter, M. J. 1991 A Structural-Phenomenology of Play.
[2] Bateson, G. A 1972. Theory of Play and Fantasy.
[3] Caillois, R. 1961. Man, Play, and Games.
[4] Costello, B. and Edmonds, E. 2007 A Study in Play,
Pleasure and Interaction Design.
[5] Csikszentmihalyi, M. 1990. Flow: the psychology of
optimal experience.
[6] Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011).
From Game Design Elements to Gamefulness: Defining
"Gamification".
[7] Hamari, J., Koivisto, J., and Sarsa, H. 2014. Does
Gamification Work? — A Literature Review of Empirical
Studies on Gamification.
[8] Huizinga, J. 1955. Homo ludens: a study of the play
element in culture.
[9] Hunicke, R., LeBlanc, M., and Zubek, R. 2004. MDA: A
Formal Approach to Game Design and Game Research.
[10] Korhonen, H., Montola, M., and Arrasvuori, J. 2009.
Understanding Playful User Experience Through Digital
Games.
[11] Malaby, T. M. 2008. Anthropology and play: the contours
of playful experience.
[12] Przybylski, A. K., Rigby, C. S., and Ryan, R. M. 2010. A
Motivational Model of Video Game Engagement.
[13] Rozendaal, M., Vermeeren, A., Bekker, T., and de Ridder,
H. 2011. A research framework for playful persuasion
based on psychological needs and bodily interaction.
[14] Ryan, R. M. and Deci, E. L. 2000. Self-determination
theory and the facilitation of intrinsic motivation, social
development, and well-being.
[15] Salen, K. and Zimmerman, E. 2004. Rules of Play: Game
Design Fundamentals.
[16] Schell, J. 2008. The Art of Game Design.
[17] Wang, C. J., Khoo, A., Liu, W. C., and Divaharan, S. 2008.
Passion and Intrinsic Motivation in Digital Gaming.
[18] Yee, N. 2005. Motivations of play in MMORPGs: results
from a factor analytic approach.