Simulation games play a role in motivation and learning. This is great if the game is being used for declarative knowledge-facts and information that you want the learner to memorize. That is, by creating a simple game out of a quiz, learners may be more likely to stick with it. Research on extrinsic versus intrinsic motivation indicates that simple learning games can help with perseverance. He says people are "hiding content behind CCBB because there's no real design (instructionally or otherwise)." It's time, he urges us, to stand up and defend our craft. Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice." Kevin Thorn, an instructional designer and course producer at AutoZone, blames the deluge of CCBB on lack of real design skills.
Designers who think more is more and pile on content layer on content layer. Designers who are seduced by the glamour and hear that games and interactivity make learning fun and take that at face value. Instead we need to look at the producers of these programs. īut we can't blame the template and tool vendors. The elearning marketplace is filled with promises of "templates that make your elearning sizzle!"-supplemented by game shows, interactive exercises, and lots and lots of CCBB. Rapid tools and easy-to-use templates make it easy for practically anyone to create a course these days. What once took months of design and development time can now be created in days, even hours. This is the premise underlying theĪrousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material." consumers may feel that a "jazzier" product will hold the learner's interest better. Why do designers fall for the seductive allure of CCBB? Clark and Mayer provide some insight: We've all done a little of it, haven't we? Time to confess and be cured. But at the end of the quiz, you remember nothing except the catchy background tune. You're beating the clock! You're winning. Multiple-choice questions with background music and scores. Imagine: An exciting game show interface. It's interactive! It's intriguing! But it's exhausting, and let's face it"-there's no point. Imagine now that there are 20 objects in the room that you have to click on. The tissue box tells you about airborne viruses the light switch tells you about the dangers of reading in a poorly lit room. Here and there you discover a few fun tidbits. To learn more, you need to explore the room and click on all of the items.
Every item in the office is a clickable hot spot. Imagine: A graphical representation of a doctor's office.
Trying to be a good learner, you scan the onscreen text and listen briefly to the audio, but then the twitch sets in and you do what you've been yearning to do: you click Next. Imagine: A screen with a flashing Next button. They seduce your interest, but distract from the main point. Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. What has happened with these elearning programs? Well, they've been dressed up with "seductive details." Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up" (p.115). The design might appear to be a "fun learning game"-perhaps a multiple-choice quiz dressed up like a game show-or it might have a lot of exciting interactions, in the hopes of making for an interesting experience.
Clicky clicky full#
This kind of design is fun and seductive, full of fantastic graphics and interesting-but convoluted-interfaces. Don't mistake this for "engagement." It's just shiny wrapping paper covering up a pair of crummy socks with holes in them. But once you unwrap the sparkle, sadly, all you're left with is a load of elearning junk. "All that glitters is not gold." ~ William Shakespeareįor a modern translation, and applicable to our industry: "All that is clicky-clicky bling-bling does not make for an effective learning experience." What is Clicky-Clicky Bling-Bling?Ĭlicky-clicky bling-bling (CCBB) is elearning with lots of whizz and bang and clicking in an attempt to add pizzazz to dry content and to make it more engaging.
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