Social Engagement in a Digital Role-Playing Game dedicated to Classroom Management

Guillaume Bonvin & Eric Sanchez Symposium on GBL for WCCE 2017 – 4 July 2017

Gamification vs Ludicization

Genvo, S. (2013). Penser les phénomènes de ludicisation à partir de Jacques Henriot. Sciences du jeu(1).

The Player Matters!

Henriot, J. (1969). Le jeu. Paris: Presses Universitaires de France. Genvo, S. (2011). Penser les phénomènes de "ludicisation" du numérique. Pour une théorie de la jouabilité. Revue des sciences sociales(45), 68-77.

The Playful Attitude

“In every job that must be done, there is an element of fun. You find the fun, and - SNAP - the job's a game!”

Henriot, J. (1989). Sous couleur de jouer - la métaphore ludique. Paris: José Corti.

Engaged Players? “The willingness to have emotions, affect and thoughts directed towards and aroused by the mediated activity in order to achieve a specific objective”

Environmental

Self

Action

Directed towards the world depicted in the game

Concerns the connection with the avatar

Directed towards the actions performed within the game

Bouvier, P., Lavoué, E., & Sehaba, K. (2014). Defining Engagement and Characterizing Engaged-Behaviors in Digital Gaming. Simulation & Gaming, 45(4-5), 491-507.

Social Refers to the social connections within the game

Engaged Players? “The willingness to have emotions, affect and thoughts directed towards and aroused by the mediated activity in order to achieve a specific objective”

Environmental

Self

Action

Directed towards the world depicted in the game

Concerns the connection with the avatar

Directed towards the actions performed within the game

Bouvier, P., Lavoué, E., & Sehaba, K. (2014). Defining Engagement and Characterizing Engaged-Behaviors in Digital Gaming. Simulation & Gaming, 45(4-5), 491-507.

Social Refers to the social connections within the game

A Digital Role-Playing Game Dedicated to Classroom Management

Sanchez, E., Young, S., & Jouneau-Sion , C. (2016). Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5).

Individual vs. Collaborative Powers

Mage Warrior Healer

Powers : • related to game mechanics

(heal another player, protect another player, regenerate action points, etc.) or

• privileges having an impact on players’ real lives (being allowed to eat in class, listen to one’s iPod in class, etc.).

Teacher Dashboard : Game Orchestration

Dillenbourg, P. (2013). Design for Classroom Orchestration. Journal of Computers in Education., 69, 485-492.

Teacher Dashboard : Rules of the game

• Project: ludicization of learning contexts (from design to effects)

• PhD thesis: teacher’s roles for the ludicization of learning contexts

• Today: a preliminary study on players’social engagement based on playing analytics

kTBS Computer sc.

Researcher KTBS4LA

Transformed

Traces

VISUALISATION

Re-Ingeniering

Playing Analytics

READ Traces (Obsels)

STORE TRANSFORM

REQUEST

Understanding

ANALYSIS

heal_1 protect_1 mana_transfer

Purchasing Powers: Collaborative Powers vs Individual Powers

Collaborative powers ■ Class 1 (10/27) ● Class 2 (4/9) ◆ Class 3 (19/55) Individual powers ■ Class 1 (17/27) ● Class 2 (5/9) ◆ Class 3 (36/55)

✦ The fourth class is not visible here. The way to play is too different.

Using Powers: Collaborative Powers vs Individual Powers

Collaborative powers ■ Class 1 (30/44) ● Class 2 (49/52) ◆ Class 3 (99/184) ✦ Class 4 (354/467) Individual powers ■ Class 1 (14/44) ● Class 2 (3/52) ◆ Class 3 (85/184) ✦ Class 4 (113/467)

Uses by Different Classes : Collaborative Powers vs Individual Powers

Class 4 : ✦ (354/467) ✦ (113/467)

Examples with class 3 and 4

Class 3 : ◆ (99/184) ◆ (85/184)

Uses by Gender: Collaborative Powers vs Individual Powers

Male ■ collaborative (304/493) ■ individual (189/493)

Female ● collaborative (228/254) ● individual (26/254)

Uses by Character: Collaborative Powers vs Individual Powers

Mage ■ collaborative (97/174) ■ individual (77/174) Warrior ● collaborative (145/259) ● individual (114/259) Healer ◆ collaborative (290/314) ◆ individual (24/314)

Uses by team : Collaborative Powers vs Individual Powers

Examples with class 3 Team 1 ■ collaborative (28/38) ■ individual (10/38) Team 2 ◆ collaborative (27/71) ◆ individual (44/71) Team 3 ✦ collaborative (44/75) ✦ individual (31/75)

Focus on Team 2 From Class 3

◆ collaborative (27/71) ◆ individual (44/71)

71 powers 5 Players

Player 1 Player 2 Player 3 Player 4 Player 5 Mage Warrior Warrior Healer Healer

Girl Boy Boy Girl Girl

3 5 6 6 7

6 17 21 0 0

• Students’ behavior considered to be a resource

• Introducing new types of interactions with learning environments and changing the learner experience in specific ways

Ludicization: Toward a Behavior Economy?

• Player? Game master? Game? • Individual? Team? Class? • From behavior to learning

Challenges for the Next Steps

Playing analytics:

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Image d’après une idée de Richard Vantielcke

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Slide Number 1Slide Number 2The Player Matters!The Playful AttitudeEngaged Players?Engaged Players?A Digital Role-Playing Game Dedicated to Classroom Management Individual vs. Collaborative PowersTeacher Dashboard : Game OrchestrationTeacher Dashboard : Rules of the gameSlide Number 11Slide Number 12Slide Number 13Purchasing Powers: �Collaborative Powers vs Individual PowersUsing Powers:�Collaborative Powers vs Individual PowersUses by Different Classes :�Collaborative Powers vs Individual PowersUses by Gender:�Collaborative Powers vs Individual PowersUses by Character:�Collaborative Powers vs Individual PowersUses by team :�Collaborative Powers vs Individual PowersFocus on Team 2 �From Class 3Ludicization: Toward a Behavior Economy?Challenges for the Next StepsSlide Number 23