From the Games Industry: Ten Lessons for Game-Based Learning

From the Games Industry: Ten Lessons for Game-Based Learning

Paul Hollins (University of Bolton, UK) and Nicola Whitton (Manchester Metropolitan University, UK)
DOI: 10.4018/978-1-4666-2467-2.ch007
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Abstract

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses on ten key points in which the authors feel from experience in both commercial game development and education that parallels are drawn between the entertainment and educational games development processes.
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Background

Games consoles, personal computers and other games devices are becoming ubiquitous items within most homes in western society. Over 65% of US Households play video games, globally over 138 million Playstation 2 consoles have been sold and over 155 million console games are sold each year (Online Education, 2009). The video games market in the UK now outsells the film industry (Wallop, 2009). Commercial games designers have the ability to create highly engaging, immersive experiences where players keep coming back to for more (something that is sadly rarely the case in formal education). What constitutes a “good” computer game is arguable; (Koster, 2004) suggests that “fun” is an essential criteria (Prensky, 2007) talks about engagement and immersion, indeed it could be argued (sic) that sales volume measurement is a useful indicator of a good game. Suffice as to say the question of “goodness” is outside the scope of this paper.

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