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Steven Weitz & Mary Rasley
The Edugaming Framework
Keeping the Quiz Out of Educational Games to Create Effective Learning Environments
sweitz@gmail.com & mrasley@lccc.edu
NSF-ATE Grants 1003154 & 1304216 - Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Educational games have a reputation for being terrible…… because many educational games are terrible.
But they don’t have to be!
What’s w
rong with m
any educational games?
That’s actually 2 questions…
What’s wrong with many educational games?
That’s actually 2 questions…
Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
They are quizzes pretending to be games
They are quizzes pretending to be games
Quizzing has a place in the classroom.
Quizzing has a place in the classroom.
Quizzing significantly detracts from games.
Quizzing has a place in the classroom.
Quizzing significantly detracts from games.
Bloom’s Taxonomy
Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
Assessment is NOT learning
“Constant testing will no more address the problems with our
education system than constantly putting an
overweight person on the scale will cure obesity.”
- Anna Quindlen
Assessment is NOT learning
“Constant testing will no more address the problems with our
education system than constantly putting an
overweight person on the scale will cure obesity.”
- Anna Quindlen
Games are NOT great for fact retention
What the player does is what will be
reinforced.
All games “teach” something.
We’re trying to make games that teach something useful.
The educational content needs to be the play.
The educational content needs to be the play.pla
y play
Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
It’s about Choices
Two choices…
… one right answer
“A game is a series ofinteresting choices.” – Sid Meier
Interesting choices.” – Sid Meier“A game is a series of
Interesting
Quiz =/= Engaging Game.
=/= Engaging Game.Quiz
Quiz + Luck =/= Engaging Game.
Quiz +
Luck =/= Engaging Game.?Twitch Skill
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Reinforces reflexes and fast recall…
NOT understanding.
Educational games that aren’t quizzes
Easier said than done.
...
The Edugaming Framework
1) Identify the specific concept to be learned
2) Analysis: Break the concept intoits component pieces
2) Analysis: Break the concept intoits component pieces
Question:
What pieces must be present to form the concept?
Question:
• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
An example:2 + (- 4) = X
GENERALIZE
• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
An example:2 + (- 4) = X
GENERALIZE
• is a piece
An example:2 + (- 4) = X
• is a piece
(- 4)
2• 2 and (- 4) are valuesvalues
• 2 and (- 4) are values
An example:2 + (- 4) = X
• + is a means of adjusting the values• is a piece+
An example:2 + (- 4) = X• 2 and (- 4) are values
adjusting
• + is a means of adjusting the values
• is a pieceX• is a piece
An example:2 + (- 4) = X
=
• X = the results of the adjustment
• 2 and (- 4) are values
results
• values• adjusting• results• X = the results of the adjustment
• + is a means of adjusting the values
An example:2 + (- 4) = X• 2 and (- 4) are values
results
adjusting
values
What pieces must be present to form the concept?
An example:
• values• adjusting• results
2 + (- 4) = X
3) Consider the interactions of the pieces as they relate to the concept
Back to our example…
• values• adjusting• results
2 + (- 4) = X
Back to our example…
• values• adjusting• results
2 + (- 4) = X
How do these pieces relate to each other and the topic?
• values• adjusting• results
How do these pieces relate to each other and the topic?
Values can be adjusted to achievedifferent results.
• values• adjusting• results
valuesadjustingresults
How do these pieces relate to each other and the topic?
Values can be adjusted to achievedifferent results.
Values can be adjusted to achievedifferent results.
This is the essence of the topic
4) The interactions of the component pieces become the
core gameplay via an action the player performs continuously
4) The interactions of the component pieces become the
core gameplay via an action the player performs continuously
=core gameplay
continuous action
=core gameplay continuous action=What the player will learn
continuous action=core gameplay
=What the player will learn
=The interactions of the pieces
continuous action=core gameplay
=What the player will learnThe interactions of the pieces
=
=core gameplayThe interactions of the pieces
Back to our example…2 + (- 4) = X
Values can be adjusted to achieve different results.
The interactions of the pieces
Core Gameplay
Values can be adjusted to achieve different results.
Back to our example…2 + (- 4) = X
Players manipulate values by combining numbers to achieve different results.
5) Decide what you want the User Experience (UX) will be.
6) Build the rest of the game around the core gameplay,
within the desired experience.
7) Refine the game through iterative playtesting.
Always perform a core check:
Is the educational content still the core play of the game?
Steven Weitz & Mary Rasleysweitz@gmail.com & mrasley@lccc.edu
NSF-ATE Grants 1003154 & 1304216 - Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
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