Re: AI Adventure Game Document
Irene Di Gioia
Lucia Gomes
This comment is made in light of Self-Determination Theory (SDT) (Deci & Ryan, 2008), which emphasises that motivation is strongest when three basic psychological needs are met: competence, autonomy, and relatedness. These principles can be applied to the Gametable platform to create a more engaging and motivating experience for educators and students. However, feel free to consider this perspective, as it is based on my knowledge and background, and other interpretations may also be valid.
1. Competence: To maintain motivation, the platform can offer progressive challenges that help educators improve their gamification strategies. By providing continuous feedback, educators can see how their choices influence students' learning, reinforcing the feeling of progress and mastery.
2. Autonomy: Motivation thrives when individuals feel control over their actions. Gametable can allow educators and students to customise their experiences (e.g., choosing which learning modules they want to explore, which tools to use, and how to design their games). This promotes greater engagement and a sense of ownership over the learning process.
3. Relatedness: Feeling part of a community is key to motivation. Gametable can encourage this by providing features that promote social interaction, such as allowing educators to share their game designs, collaborate on challenges, or discuss pedagogical approaches. Being part of a network of like-minded professionals can significantly boost engagement.
Competition can be motivating but should be structured carefully. Instead of promoting direct comparisons, the platform can focus on self-improvement. For example, educators could compete against their past scores or designs, aiming to improve over time. This would align better with intrinsic motivation and continuous development.
Regarding the Student/Player Experience:
1. Avatars: Including customisable avatars can enhance the immersion, allowing students to feel more connected to the game. Customising their avatars also promotes autonomy, as students can express their identity within the game.
2. Participation in Levels: Students could progress at their own pace. Forcing them to complete each level before moving on could reduce motivation. A more flexible approach, where students unlock levels based on interest or completion, could encourage exploration and intrinsic motivation.
3. AI Assistant: An AI assistant can be very helpful in guiding students through the game and offering personalised tips and strategies (and we talk about this possibility at FG). This supports students' competence by helping them improve their decision-making and game strategies.
4. Solo vs. Multiplayer Mode: Both solo and multiplayer modes are effective options. With the help of an AI assistant, Solo play allows students to learn at their own pace. On the other hand, the multiplayer mode can encourage collaboration and develop relatedness by enabling students to interact and learn with each other (I think Meisan mentioned this about another app that he is preparing, considering the social part).
5. Card Game or Strategy Game: The choice between a card game or a strategy game depends on the learning objectives. A card game can be easier and more accessible, especially for younger students or for introducing gamification concepts in a FUN, lighthearted way. A strategy game could offer more complex challenges and foster skills like problem-solving and planning. If the platform is used in different settings (classroom, museum, or home), offering both options might be favourable, as each environment might require a different type of game (e.g., dynamic and interactive game for the classroom; reflective, narrative-based game for home or museum use).
6. Campaigns and Badges: Using themed campaigns can keep students engaged by providing a sense of purpose and achievement. Students could earn badges for completing challenges or reaching milestones, reinforcing their competence and providing recognition within the platform (I love it on the Apple Watch🤭).
But Meisan is the boss here!:)
Again, this is based on my knowledge and background in education, physical education, and physical activity, and I fully recognise that other perspectives may be equally valid.
Please feel free to consider what you deem most relevant.
Deci, E., & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182-185. https://doi.org/10.1037/a0012801
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 | Lúcia Gomes, PhD Professora Auxiliar Investigadora Integrada (Centro de Investigação em Desporto, Educação Física, Exercício e Saúde (CIDEFES) Faculdade de Educação Física e Desporto Coordenadora do Projeto Erasmus MOVE4FUN p2156@ulusofona.pt Centro Universitário Lisboa 217 515 500 |
Os suportes comunicacionais da Universidade Lusófona são produzidos ao abrigo das regras estabelecidas no Acordo Ortográfico de 1990 e posteriores protocolos modificativos.