The Engineered Student: On B. F. Skinner’s Teaching Machine

The Engineered Student: On B. F. Skinner’s Teaching Machine

In the world of education, there have been various attempts to revolutionize the way students learn and absorb information. One notable example is B. F. Skinner's Teaching Machine, which aimed to apply his behaviorist theory of learning in the classroom. However, upon closer examination, it becomes apparent that the classroom activities violated two key principles of his theory.

Skinner believed in the power of immediate feedback to reinforce or correct behaviors. However, in the Teaching Machine, students were not immediately informed whether they had answered a question correctly or not. This lack of immediate feedback goes against Skinner's belief in the use of operant conditioning to manipulate behaviors.

Operating conditioning, according to Skinner, involved administering rewards or punishments to shape behaviors. It was not limited to reflex responses but could be used to influence a wide range of behaviors. Skinner and his colleague Charles Ferster further explored this concept in their book "Schedules of Reinforcement" published in 1957. They argued that scientific study should focus on analyzing behaviors rather than speculating about inward motivations or sensations.

Interestingly, Skinner's ideas share some similarities with the world of social game development. In an article titled "The Pros and Cons of Gacha: A Former Social Game Developer's Perspective," the author discusses the addictive nature of gacha mechanics in games. Gacha refers to a game mechanic where players can obtain virtual items or characters through a random chance system.

The author presents a hypothesis that suggests humans have evolved to experience pleasure from uncertain outcomes, such as hunting. This hypothesis proposes that the feeling of pleasure is "prepaid" when individuals perceive a 30% chance of success. Gacha games, in this sense, hack into this instinctual pleasure circuit and monetize it.

The article also highlights a shift in the game development landscape. The traditional social game model, which relied heavily on player reactions and feedback, seems to be losing ground. The author argues that the foundation to compete in the game industry should no longer be within social games but rather in new game models and designs.

A key difference between social games and consumer games, according to the author, lies in the ratio between the intentions of the developers and the responses of the players. Social games are often created based on the reactions and feedback of players, while consumer games prioritize creativity and originality. The goal is to create a device, be it a game or any other form of entertainment, that elicits responses from humans as incentives for their daily lives. This device should capture the essence of experiences such as the joy of growth or the repeated enjoyment of playing.

Connecting the concepts of Skinner's Teaching Machine and the gacha mechanics in social games, it becomes clear that both involve manipulating behaviors through rewards and punishments. However, while Skinner's approach aimed to enhance learning in the classroom, gacha mechanics exploit human instincts for pleasure and uncertainty.

So, what can we learn from these two seemingly unrelated topics? Here are three actionable pieces of advice:

1. Incorporate immediate feedback: Whether in teaching or game design, providing immediate feedback is crucial. This allows individuals to correct their behaviors or make informed decisions.

2. Understand human instincts: Recognize that humans are wired to seek pleasure and uncertainty. By understanding these instincts, we can create experiences that resonate with individuals on a deeper level.

3. Prioritize creativity and originality: In the ever-evolving world of education and entertainment, it is essential to prioritize creativity and originality. Instead of solely relying on player reactions, focus on creating experiences that capture the essence of joy and growth.

In conclusion, B. F. Skinner's Teaching Machine and the gacha mechanics in social games may seem like unrelated topics at first glance. However, both involve manipulating behaviors through rewards and punishments. By understanding the principles behind these concepts and incorporating immediate feedback, recognizing human instincts, and prioritizing creativity, we can create more effective learning environments and engaging entertainment experiences.