Learn to play : designing tutorials for video games / Matthew M. White
- White, Matthew M.
- Boca Raton, FL : CRC Press, 
- Physical Description:
- xxi, 149 pages ; 24 cm
- Machine generated contents note: ch. 1 Introduction -- Video Games -- Video Game Tutorials -- Answers to the Wrong Questions -- Tutorial Levels Suck! -- Why Bother? -- Cheat Sheet -- ch. 2 The Tutorial -- What Is a Tutorial? -- Why Tutorials Are Necessary -- How Tutorials Teach -- Didactic -- Exploratory -- Three Tutorials in the Wild -- The Optional Tutorial Level -- The Flashcard -- The Not at All -- Examples of Existing Tutorials in Current Games -- Beyond: Two Souls[™] -- Amnesia: The Dark Descent[™] -- Hitman: Absolution[™] -- Dark Souls[™] -- Metal Gear Solid Rising: Revengeance[™] -- Dishonored[™] -- Madagascar 3[™] -- You've Said Right and Wrong: Why? -- Cheat Sheet -- ch. 3 Learning Things -- How People Learn Stuff -- Why People Choose to Learn Stuff -- How to Teach People Stuff -- Cheat Sheet -- ch. 4 Rage-Quit -- Frustration and Boredom -- Cognitive Apprenticeship -- "Flow" and Other Reasons People Keep Playing -- Balance -- Feedback -- Clear Outcomes -- Summary -- Cheat Sheet -- ch. 5 Facts about Players -- Age and the Education Gap -- (Experience + Skill)/Challenge = Fun -- It Is Never Okay to Throw the Controller -- The Big Five Motivational Factors and Games -- Summary -- Cheat Sheet -- ch. 6 Eyes and Ears -- Visual Stuff in Games -- Audible Stuff in Games -- Why Does This Matter? -- Mayer's Principles: Designing Learning for Our Eyes and Ears -- Multimedia Principle -- Modality Principle -- Coherence Principle -- Segmenting Principle -- Pre-training Principle -- Personalization Principle -- Redundancy Principle -- Contiguity Principle -- Summary -- Cheat Sheet -- ch. 7 Return of the Tutorial: Escape from Skull Island -- Escape from Skull Island -- Overview of Mechanics and Gameplay -- Controls and Inputs Overview -- Interface Structure and Overview -- Tutorials and Learning in Escape from Skull Island -- Learning at Boot -- Mindfulness at the Main Menu -- Designing an Excellent Character Select Screen -- The Game Screen -- Learning from Loss: The Game Over Screen -- Summary -- ch. 8 Bullet Point Learning Design -- There Are Really Three Things -- Three Principles of Learning Design -- No Exclusionary Mechanics -- No "Club" Behaviors -- Offer Learning Support -- Follow the Cognitive Principles -- Let Skilled Players Be Skillful as Fast as Possible -- Reward Failures -- No Small Punishments -- No Small Rewards -- Immediate Feedback on All Inputs -- Massive Explosions of Juiciness -- Harsh and Brutal Corrections of Unwanted Behaviors -- Rewards Must Scale in Their Splendor and Awesomeness -- Dynamic Difficulty Adjustment -- Test and Retest Player Skill Level -- Use Just-in-Time Tactics to Reward Continued Play -- Procedural and Dynamic Rewards and Punishments -- You Cannot Have Too Many Data Collection Hooks -- Summary -- Appendix: Further Reading -- Cognitive Theory of Multimedia Learning / Richard Mayer -- Dual Coding Theory / Allan Paivio -- Attentional Control Theory / Bruce Mann -- Classical Literature on Education -- Working Memory / Allan Baddeley.
- "Preface There has been a lot of discussion in the last decade about games that teach people something or other. These are mostly excellent books, with people like Gee and Squire really spearheading our curiosity into how games might make people think about things, whether it is playing Civilization and thinking about the ascent of humanity, or playing Shadow of the Colossus and really thinking about protagonist roles in literature. With years of heavy research going into this area, surely we have come to realize that games really do make people think. However, I would like to throw my hat into the ring and say that we have focused almost primarily on how games can teach people how to do other things or to think about other things. We are looking for transfer, some evidence that playing Civilization really did get someone interested in history, or Trauma Center in surgery, Phoenix Wright in law, and so on. While it is important for educators, particularly educational policymakers, to see that playing Sim City or Minecraft might really get people interested in civil engineering, city planning, or construction, it is not really important for game designers. Let's be honest--we want our players to be moved and changed by our games, but the vehicle through which we do that is fun. Now, what is fun? Well, people like Raph Koster have amazing answers to that question, but it is beyond the scope of my book. xviii Preface What I am going to talk about is how games teach us about themselves. They do this through tutorials. Before reading, I want you to throw out what you think I mean by tutorial. Literally delete every record of it from your brain, supposing that requires a hammer and an ice-cream scoop"--
- 9781482220193 (paperback)
- Bibliography Note:
- Includes bibliographical references and index.
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