Instruction Manual
Instruction Manual
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Instruction Manual
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Instruction Manual
Gagné’s Nine Events of Instruction by Minigamesnow.com
Gaining Attention (Reception): One implementation of this event in games is what
is known as "attract mode;" this is what one sees when a game appears to be playing
by itself--it shows elements of the game play and is intended to entice players to play.
In arcades, this is necessary to entice players to choose this game over others. It is
assumed that once the player inserts his or her money to begin playing, you already
have the player's attention. At home, this aspect is also addressed through the game's
introduction when one begins to play; it is often accompanied by prepared video clips,
which are typically of high production quality. This is where the game is set up. An
idea borrowed from film and television, and one that works for all kinds of games,
the trailer also fulfills the role of gaining attention.
2. Informing Learners of the Objective (Expectancy): Explaining the objective is
typically part of the back-story and description of the victory condition (how one
wins the game). These days, players often know quite a bit about the back-story and
the objective long before they start to play. It is presented in various forms--in the
trailer, through advertising, and at the start of the game. If the game is a "numbered
game" (a sequel) there is usually an assumption that the basic premise will be similar
to the previous game. Pikmin, for example, is about Captain Olimar, who crashes on
an alien planet and must find and reassemble the parts of ship so he can return home.
He, of course, must face various challenges and take advantage of opportunities along
the way. The sequel, Pikmin 2, has Captain Olimar returning to the same planet (since,
presumably he succeeded in his earlier mission) to collect treasures to bring home.
In the case of licensed games, that is, those where the story line and/or characters are
based on a pre-existing story, movie, cartoon, comic, and so forth, the back story is
usually pre-determined also. It would be assumed, for example, that a game based on
the Spiderman comic book character (or movie) would involve fighting crime, and
that the main character would look and act in a particular way and have particular
abilities as well as weaknesses.
Given the culture that already exists around video games, information about the
objectives of games and approaches for play are becoming part of what could be
described as basic game literacy. In the same way that most school children know
what to expect from a math text by the time they reach middle school, they also know
what to expect from a strategy game, a first-person shooter, a puzzle game, and so
on. Children become encultured to the format and basic premise that goes along with
the genre and character of a game. Those who are not yet familiar quickly become
informed by their peers, or by learning about the game in advance on the Internet.
3. Stimulating Recall of Prior Learning (Retrieval): Again, the back-story associated
with the introduction to a game typically provides the frame of reference: sequels
and new levels may refer back to things learned, achieved, or discovered in previous
levels/versions. Even when it is not explicitly noted in the game, by now virtually all
game players are aware of the concept of levels (basic game literacy again), where
each level requires players to build on knowledge and skills acquired in the previous
level. In fact the notion of levels has made its way into the general popular culture to
the point where even my own mother (who is most emphatically *not* a fan of video
games) knows what it means. Stimulation of recall can be both explicit, and implicit.
At the start of a game, the opening sequence describes some thing that players are
expected to know. Some games provide both subtle (a glow around an object) and
not-so-subtle clues (a voice actually tells you).
4. Presenting the Stimulus (Selective Perception): This aspect is controlled within
the game and is designed to provide encouragement as well as challenge, but a key
element is that it must be presented in a manner that keeps the player in the game. If
a player cannot easily determine what he or she needs to do in a given situation, the
player will become frustrated and eventually give up. If I choose to wander aimlessly
about on the alien planet in Pikmin, I will eventually receive a message reminding me
of my ultimate goal, and offering a hint--where to look, something to do or examine
that may help me. A game that is insufficiently stimulating for the target audience will
fail to hold their attention, receive a poor rating, and eventually fail economically.
5. ProvidingLearningGuidance (SemanticEncoding): Games must be self-contained;
players do not use manuals, and players often do not have a "facilitator" to help them
learn how to play. Learning how to play is accomplished within the game itself. In
effect, games act as the tutor, often employing a multitude of sophisticated "just-intime"
approaches to providing help. Verbal or written hints, items that glow briefly as
they come into view, and NPC's8 that tell you something or offer help are all ways in
which guidance can be provided. On the other hand, some games take advantage of the
fact that many players are by now quite sophisticated when it comes to understanding
the genres and basic gameplay. They rely on the real world communities to help new
players get up to speed.
6. Eliciting Performance (Responding): This is, of course, an essential component of
interactivity--without this, there really is no game. While the physical interface for
most games is limited and tends to remain the same from game to game and console
to console, how one actually plays the game can vary.
7. Providing Feedback (Reinforcement): Feedback is also provided in many ways,
including scores; displays (the head up display, or HUD being a common approach);
queries; and verbal feedback. Again, this is one of the imperative elements of every
game: without timely and appropriate feedback, the player has no way of knowing
whether or not they are progressing toward their goal. Characters within games typically
have various attributes that the player can monitor throughout the game: strength,
magic, health, and so forth. It is like keeping track of the vital signs of your patient--if
the patient's heart-rate goes up, we may have to do something to bring it back down
before continuing with whatever else we were doing.
8. Assessing Performance (Retrieval): Feedback and assessment are integral to any
game, and games that do this poorly are often panned. Since virtually all games are
contests on some level, achieving a favorable assessment is what the game is about.
The journey is important, to be sure, but even in a game like Dance, Dance Revolution
where there are no opponents to fight, no treasure to find, and no puzzle to solve, a running
"score" of how closely the players' moves approximate perfection is essential.
9. Enhancing Retention and Transfer (Generalization): On a small scale, moving
through levels within a single game requires players to remember skills, knowledge,
and strategies learned in the previous level and use them to overcome obstacles and
solve problems in the next. Once again, games that fail to provide a logically understood
progression of difficulty and challenges through the levels of the game tend to
get poor reviews and fewer players. If the skills required to reach the end of one level
are completely different from those acquired in the previous level, it is not a good
game. On a larger scale, skills and strategies learned in one game are often applicable
to sequels, other games, and even entire genres.
When looking at "good" games through the lens of Gagné's Nine Events, we find that they
do indeed possess the necessary conditions for learning and facilitate the required events.
About the Author
Chris Dede, the Timothy E. Wirth Professor in learning technologies at the Harvard Graduate School of Education, is deeply interested in the expanded human capabilities for knowledge creation, sharing, and mastery that emerging technologies enable. His teaching models the
use of information technology to distribute and orchestrate learning across space, time, and multiple interactive media. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, policy formulation and analysis, and leadership in educational innovation. He is currently conducting funded studies to develop and assess learning environments based on modeling and visualization, online teacher professional development, high-bandwidth telementoring, http://www.minigamesnow.com wireless mobile devices for ubiquitous computing, and multiuser virtual environments. Dr. Dede also is active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. From 2001 to 2004, he served as chair of the learning & teaching area at Harvard Graduate School of Education.
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