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The design of educational games is an inherently difficult problem. Combining two apparently contradictory aims fun and learning makes it a complex problem which requires further exploration. Research literature report mixed results regarding the effectiveness of the educational games (Checa & Bustillo, 2020; Molnar, 2019; Silva et al., 2021; Tokac et al., 2019) and how to design them in such a way they are effective is an area that requires further research. Literature reports on the lack of empirical evidence on what and how elements of the game affect educational content assimilation (Boyle et al., 2016; Fanfarelli, 2020). Games are seen as separate educational methods that do not neatly fit with the existing educational theories and frameworks (Smaldino et al., 2011). Moreover, it has been found that pedagogical expertise is not necessarily easily translated into game design (Theodosiou & Karasavvidis, 2015). Therefore, a better understanding on what works better when designing serious games could help as game designers and developers are left with “almost no guidance […] on how to design games that facilitate learning” (O’Neil & Perez, 2008). The lack of methodologies on how to design games is also reported in Callaghan et al. (2016). This paper aims to address this gap, by examining what is more way of delivery and integrating educational content in serious games: text, game mechanics or both.
In this paper we define game mechanics as “the procedural mechanism of a game that provides the essential interactions required to create a meaningful game activity” (Habgood & Ainsworth, 2011). Game mechanics include elements (e.g. a score, movement) and rules (i.e. how the game is played) (Arnab et al., 2015).
The educational content is intrinsically integrated (Kafai, 1996) in the game regardless of the method through which it is delivered: text or game mechanics. The text is seamlessly integrated in the game narratives and the game mechanics through which the educational content is delivered and is connected with the other mechanics of the game and with the narratives. Game mechanics are essentially present in every game genre, whereas narratives can be a predominant part in some genres such as storytelling-based games (Molnar & Kostkova, 2016), but they can be completely missing in others. However, when it is part of the game design, text can convey educational messages through traditional game design opportunities such as mission briefings, in-game conversations (Molnar, 2018).
Teaching through game mechanics requires that the player interprets game dynamics correctly and discovers and constructs the educational message with less clear directions. The appeal of this approach lies in understanding constructivist learning theories (Hein, 1999), where individuals learn by constructing knowledge in this case through the interactions with the game. In this case the learner does not become a simple recipient of knowledge, but he becomes in charge of its own learning.
On one side, game mechanics by being embedded in the game could lead to a fear that the students may fail to construct knowledge from a “hidden curriculum” (Starr, 1994; Turkle, 2003). The transfer of the knowledge accumulates through the game, between the game context and a different context (i.e. classroom) is not always present (Bavelier et al., 2011). On the other side, game mechanics could provide a better learning experience than text and better engage the player with the content. They could allow the player to construct the knowledge which is known to be a better way to promote “deep learning” and long-term retention (Sawyer, 2015). However, a combination of both text and game mechanics could help with the “hidden curriculum” and disambiguate, but also promoting “deep learning” through the game mechanics.