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Two Worlds Collide – Combining Design Principles from Learning and Games . Tamara Eyster Lea Rosenberry. Abstract.

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two worlds collide combining design principles from learning and games

Two Worlds Collide – Combining Design Principles from Learning and Games

Tamara Eyster

Lea Rosenberry

abstract
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
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
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 design1
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 design2
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 design3
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 design4
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
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
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 adults1
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 adults2
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 adults3
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 adults4
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 adults5
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
Game And Lesson Planning

(Griffith, 2010, p. 33)

game design for metric match 3 very basic
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 basic1
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
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
Contact Information

Tamara Eyster

TEeyster@Kaplan.edu

http://math.RamsHillFarm.com/

Lea Rosenberry

lrosenberry@kaplan.edu