游戏成就系统设计1

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achievements 和non-performance contingent achievements）。

偶然成就是个技术活，而必然成就可在游戏过程中自动获得。

在《魔兽世界》中，玩家首次完成地下城的任务才能获得相应成就，偶然成就的获得与此类似。

回顾下我们刚才提到的一个说法——用获得奖励来刺激玩家的内在动机，这样可以更好地理解这个偶然成就的概念。

有一些激励设置在玩家的任务表现里发挥了重要的积极作用。

然而，这种类型的奖励可能减少玩家的自主性，特别是被滥用时，内在动机也随之减少。

奖励也为玩家在奖励临界值时的表现制造了一个人为上限。

一旦玩家获得了这个成就奖励，他们的就不太可能继续这种任务。

对游戏开发者而言，这种情况就体现为游戏的重玩价值。

奖励使得玩家趋向保守，因为他们不想失去奖励的机会。

特别是在电子游戏里，游戏设计者鼓励玩家带着创新精神和实验精神玩游戏。

必然成就的获得，就像参与某个游戏事件然后获得一枚徽章或者一只宠物。

这对玩家的内在动机就没有什么负面影响。

然而，因为这种类型的奖励实在缺乏评估标准，所以玩家不太可能乐衷于这些奖励，除非这与加强游戏社交联系有关。

优化方案：替换完成成就，用评估成就的反馈作用来刺激玩家的内在动机。

乏味任务VS.趣味任务
完成成就要靠完成一个任务或一系列任务。

从玩家的角度看，这是一个经历一系列无聊和刺激的游戏过程。

乏味任务获得的成就和趣昧任务获得的成就是不同的。

乏味任务（例如MMO游戏中的贸易技能）可以与外在动机配对，这种任务的成就设置是为了玩家能参与其中。

因为玩家不想接手这种任务，奖励也无法刺激玩家的内在动机。

激发玩家参与乏味任务的常规策略有两种。

第一种是通过成就的描述，让玩家意识到这种任务的内在价值。

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以《致命捕捞：混乱海域》中的“救生员成就”为例，救出船员的人将获此成就。

救生员这个词暗示了该任务的重要性，因为这意味着玩家是在救援他人。

第二个是增加任务本身的额外规则或设想。

这个方法在所有成就的大部分基础级别中均有应用。

趣味任务不需要其他形式的动机、奖励或者欺骗性描述，玩家也乐意参与其中。

所以这种成就（特别是完成成就）应该有节制地使用。

这种成就应该谨慎使用而非以此来增加游戏的人为乐趣，因为这样才能使玩家集中关注重要的任务技巧或策略。

此外，通过任务策略提示，可以改善玩家的表现。

《星际争霸2》中的“The Flying Heal Bus”成就是个范例，这个成就帮助玩家更有效地使用某种特殊装置。

优化方案：奖励乏味任务，反馈有趣任务，达成有趣的任务成就。

成就难度
游戏设计者提出了两种成就难度。

第一，成就的实际难度应该是玩家能达到但仍存在一定挑战性。

第二，玩家在特定任务里应该有足够的自我效能（游戏邦注：self-efficacy是许多人对于自身能否完成特定任务的能力的认知，它可以将影响行动结果的因素转化为先行因素，对于行动发生效用）使之有信心尝试任务。

成就应该为玩家提供有挑战性的目标，成就难度如果适宜，玩家会在任务中表现中获得在更好的收益和更大的成就感。

然而，如果达成成就的难度太大，玩家甚至不会去尝试；但三两下就搞定的低级成就，显然太没有挑战性。

保持游戏任务趣味性的一般策略是，为操作熟练的玩家提供可选择的的任务目标。

玩家的自我效能是设计者需要考虑的另一个重要因素。

因为自我效能与增加目标承诺、策
这种情况在第一人称射击游戏中司空见惯。

在这类游戏中，玩家反复使用同一种武器和策略，因为他们认为这就是最大化杀伤数的不二法宝。

但研究表明，成绩定向型的玩家，往往只在非常简单的任务中表现得比较好。

为了平衡玩家的这种倾向，设计者必须积极设法在他们定下的目标和反馈中灌输掌握定向的思想。

培养掌握定向的倾向有这么几个闪光点：
有这种倾向的玩家乐于接受错误并且敢于接受提高自身能力的挑战性任务；这类倾向的任务中玩家会有更高的自我效能，并且能利用更多有效的策略；研究还表明，掌握倾向型的玩家，能在复杂的任务里表现得更出色。

为了培养掌握定向的倾向，设计者应该创造也这么种成就——承认玩家做出的努力并且在挑战中支持这种努力。

游戏应该把玩家做出的错误和失误当作对游戏的诊断性反馈和改进的鼓励。

为了有效地传达这种类型，成就的名称和描述非常重要。

以《Heavy Rain》为例，“如此接近”战利品，这话是针对那些做出尝试但失败了的玩家。

这句话可以看作是鼓励和认同玩家所做出的努力。

相反地，在《吉他英雄III》一个类似的成就，名为“Blowing It”，这个名称可能就让人觉得有些丧气。

优化方案：在鼓励创新和策略的困难任务中灌输掌握定向的思想。

在简单和重复的任务中灌输成绩定向的思想。

对于仍在学习怎么玩游戏的新玩家，应设法在掌握定向阶段留住他们。

（本文为游戏邦/编译，转载请注明来源：游戏邦）
The Cake Is Not a Lie: How to Design Effective Achievements
[In this first in a new series of articles, PhD researcher and game designer Lucas Blair uses academic research to formulate best practices for designing in-game achievements.]
In part one I will be covering the following concepts:
Measurement Achievements
Completion Achievements
Boring vs. Interesting Tasks
Achievement Difficulty
Goal Orientation
Measurement vs. Completion Achievements
The first branch in the taxonomy contrasts Measurement and Completion achievements, which describe two distinct conditions under which we reward players for their actions.
Measurement achievements are given to players for completing a task to a certain degree. Their performance can be measured against another player’s performance, their own performance, or some standard set by game designers.
An example of this would be the star rating used in Angry Birds, which gives the player a number of stars based upon how well they beat the level. A measurement achievement can be likened to feedback, because it is evaluative in nature. The literature regarding the use of feedback in training and education indicates that feedback is beneficial to players because it allows them to reflect on their performance in relation to goals they have set for themselves.
This reflection increases the player’s perception of competence, which in turn
increases, their intrinsic motivation — a term used to describe a task one finds inherently rewarding. That increase in perceived competence could also mediate the negative effects of other design decisions, like overusing rewards, which decrease intrinsic motivation.
On the other hand, completion achievements do not tell the player how well they’ve performed the task; instead they are offered as an award once a task is completed. Completion achievements can be split into two subcategories: performance contingent achievements and non-performance contingent achievements. Performance contingent achievements require skill to complete while non-performance contingent achievements are awarded for simply being present.
Performance contingent completion achievements, like those received for finishing a dungeon for the first time in World of Warcraft, can be better understood by reviewing what we know about the use of rewards as an extrinsic motivator. Some incentive programs have been shown to have a significant positive effect on task performance. However these types of rewards can decrease a player’s sense of autonomy, especially when given in excess. This decreased sense of autonomy leads to lower intrinsic motivation.
Rewards also create an artificial ceiling for performance at the reward threshold. Once players have earned the reward, they are unlikely to continue on with the task that they were persuaded to do. For game developers this translates into the replay value of their game. Using rewards makes players less likely to take risks as they do not want to hurt their chances of being rewarded. This is especially relevant to rewards used in video games where designers wish to encourage creative and experimental play.
Non-performance contingent achievements, like earning a tabard or a pet for attending an in-game event, have no negative effect on intrinsic motivation. However these types of rewards do not have a performance measure, so players are unlikely to be interested in earning them unless they are paired with some sort of social reinforcement.
Best practice: Use measurement achievements instead of completion achievements to increase intrinsic motivation through feedback.
Boring vs. Interesting Tasks
Achievements are earned for the completion of a task or series of tasks. These required actions will fall on a spectrum ranging from boring to exciting from the player’s perspective. If a task is boring the reward structure associated with it has to be different from tasks that are inherently interesting to the player.
Boring tasks (such as trade skills in MMOs) can be paired with extrinsic motivators, like achievements, in order for players to engage in them. Because players are not inclined to do these tasks on their own, intrinsic motivation is unaffected by the use of rewards as an incentive.
There are two common strategies used to motivate people to engage in dull task. The first strategy is to make the player aware of the inherent value of the task through the wording of the achievement.
An example of this would be the “Lifesaver” achievement in Deadliest Catch: Sea of Chaos, which is given for rescuing a crewmember. The use of the term “Lifesaver” implies that the task is important because you are helping others.
The second strategy is to add additional rules or fantasy to the task itself, which is what all achievements do at their most basic level.
Interesting tasks which the player would engage in without any form of additional motivation do not need to be reinforced with rewards. Players will engage in these tasks without any coaxing, so achievements (especially those that are completion achievements)
and recognition of effort.
In contrast, a similar achievement in Guitar Hero III, named “Blowing It”, is titled in such a way that it could be perceived as discouraging.
Best practice: For complex tasks requiring creativity or complicated strategies try to instill a mastery orientation. For simple or repetitive tasks instill a performance orientation. Try to keep new players, who are still learning how to play, in a mastery orientation.
For more information on these topics check out the following sources:
Deci, E. L., & Ryan, R. M. (1985b). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153-1166.
Lepper, M. R., & Gilovich, T. (1982). Accentuating the positive: Eliciting generalized compliance from children through activity-oriented requests. Journal of Personality and Social Psychology, 42(2), 248-259.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
Bandura, A. (1999). Self-efficacy: Toward a unifying theory of behavioral change. In R.
F. Baumeister, R. F. Baumeister (Eds.) , The self in social psychology (pp. 285-298). New
York, NY US: Psychology Press.
Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal Setting and Goal Orientation: An Integration of Two Different Yet Related Literatures. Academy of Management Journal, 47(2), 227-239.
Winters, D., & Latham, G. P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group & Organization Management, 21(2), 236-250.（source:gamasutra）
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