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Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

Simon Grey, David Grey, Neil Gordon, Jon Purdy
Copyright: © 2017 |Volume: 7 |Issue: 3 |Pages: 11
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522514510|DOI: 10.4018/IJGBL.2017070106
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MLA

Grey, Simon, et al. "Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour." IJGBL vol.7, no.3 2017: pp.63-73. http://doi.org/10.4018/IJGBL.2017070106

APA

Grey, S., Grey, D., Gordon, N., & Purdy, J. (2017). Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour. International Journal of Game-Based Learning (IJGBL), 7(3), 63-73. http://doi.org/10.4018/IJGBL.2017070106

Chicago

Grey, Simon, et al. "Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour," International Journal of Game-Based Learning (IJGBL) 7, no.3: 63-73. http://doi.org/10.4018/IJGBL.2017070106

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Abstract

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

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