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Two Worlds Collide – Combining Design Principles from Learning and Games Tamara EysterLea Rosenberry
Abstract
In an effort to increase student motivation and find more engaging ways for students to learn, the use of digital game-based learning is on the rise. When designing a serious game, efficacious designs for both learning and games must be followed. We will examine recommended practices for andragogy and educational games, and show that these two seemingly disparate practices are very similar. To highlight the similarity between learning and game design, we will examine the design of an educational digital game for learning the metric system.
Knowles’ Six Adult Learning Principles
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected (Knowles, Holton, & Swanson, 2005, p. 3)
Implications for Game Design
Adults are internally motivated and self-directed
Find ways to incorporate choice into game design Allow learner/player to direct the game where
possible
Implications for Game Design
Adults are goal oriented
Make sure that game goals are clearly communicated
Goals should be attainable and lead from one goal to the next
Implications for Game Design
Adults are relevancy oriented
Don’t use games unless they are relevant despite other positive effects of games and game playing
Implications for Game Design
Adults are practical
Use game-based learning when it is appropriate for the learning outcome being presented
Design the game TO the outcome and not vice versa
Implications for Game Design
Adults are to be respected
Make sure games are age and knowledge-level appropriate
Backgrounds and scenarios should match the maturity level of the learner/player
Effective Game Design for Learning
Believable characters, narrative, and/or storyline Clear goals, subgoals, completion Clear and reasonable rules Engagement, provide opportunities for reflection Interactive challenges, competition, equitable experience for all
users (learning & learner differences) Rewards, support active learning, appropriate for the learning
context
(Habgood & Overmars, 2006; Whitton, 2009)
Game Design related to Adults
Believable characters, narrative, and/or storyline
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game Design related to Adults
Clear goals, sub-goals, completion
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game Design Related to Adults
Clear and reasonable rules “The primary purpose of rules is to prevent strategies that subvert
challenge.” (Crawford, 2003, p. 40)
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game Design Related to Adults
Engagement, provide opportunities for reflection
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game Design Related to Adults
Interactive challenges, competition, equitable experience for all users (learning & learner differences)
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game Design related to Adults
Rewards, support active learning, appropriate for the learning context
Adults are: internally motivated and self-directed bring life experiences and knowledge to learning
experiences goal oriented relevancy oriented practical to be respected
Game And Lesson Planning
One- to Two-sentence Description
Learning Outcome(s)
Game screen wireframe and flow Lesson Plan Outline
List of game mechanics Assessments
List of assets Delivery method(s)
Technical requirements Tools
(Griffith, 2010, p. 33)
Game Design for Metric Match-3(very basic)+
The main objective for the game is to convert between metric units.
Game Type: Match-3
Metric Units: gram, liter, meter
Metric Prefixes: giga, mega, kilo, hecto, deca, deci, centi, milli, micro, nano
Game Design for Metric Match-3(very basic)
Cut Scenes/Loading Screens will have basic information including the relationships between the units, prefixes, and ways to convert.
Player will have control over when each level starts
Level 0: Tutorial not actual changes
Level 1: “1 degree” of change
Later levels will have more change, and eventually between the units OR random
References
Crawford, C. (2003). Chris Crawford on game design. Indianapolis, Ind.: New Riders.
Griffith, C. (2009). Real-World Flash Game Development: How to Follow Best Practices AND Keep Your Sanity. Amsterdam: Focal Press.
Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice. New York: Jacob Habgood and Mark Overmars.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: the definitive classic in adult education and human resource development (7th ed.). Amsterdam: Elsevier.
Whitton, N. (2009). Learning with Digital Games: A Practical Guide to Engage Students in Higher Education (The Open and Flexible Learning Series). New York: Routledge.
Contact Information
Tamara Eyster
http://math.RamsHillFarm.com/
Lea Rosenberry
