Evaluating Video Game Design and Interactivity

Introduction

Research shows that video games can provide a rich experience while providing game players the ability to navigate a virtual world, in which complex decision making and the management of complex issues might resemble the cognitive processes that they would employ in the real world (Ducheneaut, Yee, Nickell, & Moore, 2006; Federation of American Scientists, 2006; Squire, 2005; Stokes, 2005). Literature suggests that games provide a rich learning context in which gamer strategizing and the management of complex problems can foster creative thinking skills and show players how their decisions have dynamic outcomes (Squire, 2005; Stokes, 2005; Zyda, 2005). Additionally, gamers can experience social learning through group membership and leadership situations in order to achieve goals within a game (Foreman et al., 2004; Socially Intelligent Agents at CARTE, 2006; Zyda, 2005).

Flow (Csikszentmihalyi, 1990) can be used to describe a feeling of captivation and immersion in a game. However, negative flow can be experienced by a disturbance in the environment or a disturbance to one’s concentration caused by a poorly designed interface (errors, lack of feedback, etc.), in line with Norman’s (1988) idea of technological affordances and good interface design. In line with the concept of representational guidance (Suthers, 2001; Suthers & Hundhausen, 2003), a game interface can serve to both constrain and promote particular game player actions. The research presented in this chapter will examine ways in which game interface designs can affect game player motivation and create the potential for discussion among peers that lead to instances of learning. By studying these interactions, patterns in game use can assist in the design and evaluation of games by providing both a method for analysis and a frame to approach game player interaction, by taking an open-ended look at what happens as games are played.

Game designers have the burden of creating valuable gaming experiences through their designs. Serious games adds additional complexity to game design, requiring that some sort of serious outcome be served by playing the game, with intended outcomes serving purposes such as learning, civics, business, military, or health rehabilitation. Focusing analysis on patterns of interaction with game representations could aid game designers by evaluating what is most effective in serving those serious goals. Serious game design involves many tradeoffs such as balancing fidelity with fun, balancing story with action, and balancing learning with motivation.

This descriptive analysis of the use of video games in educational contexts can inform both game design and sound pedagogy by improving the game content and interface, as well as by aiding in the design of instructional content and learning curricula. Kirriemuir & McFarlane (2004) discuss the need for further research that investigates collaborative learning in the use of gaming environments to support learning: