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The Fallacies of MDA for Novice Designers: Overusing Mechanics and Underusing Aesthetics

The Fallacies of MDA for Novice Designers: Overusing Mechanics and Underusing Aesthetics

Kenneth Chen
Copyright: © 2020 |Pages: 16
ISBN13: 9781799826378|ISBN10: 1799826376|ISBN13 Softcover: 9781799826385|EISBN13: 9781799826392
DOI: 10.4018/978-1-7998-2637-8.ch010
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MLA

Chen, Kenneth. "The Fallacies of MDA for Novice Designers: Overusing Mechanics and Underusing Aesthetics." Interactivity and the Future of the Human-Computer Interface, edited by Pedro Isaias and Katherine Blashki, IGI Global, 2020, pp. 190-205. https://doi.org/10.4018/978-1-7998-2637-8.ch010

APA

Chen, K. (2020). The Fallacies of MDA for Novice Designers: Overusing Mechanics and Underusing Aesthetics. In P. Isaias & K. Blashki (Eds.), Interactivity and the Future of the Human-Computer Interface (pp. 190-205). IGI Global. https://doi.org/10.4018/978-1-7998-2637-8.ch010

Chicago

Chen, Kenneth. "The Fallacies of MDA for Novice Designers: Overusing Mechanics and Underusing Aesthetics." In Interactivity and the Future of the Human-Computer Interface, edited by Pedro Isaias and Katherine Blashki, 190-205. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2637-8.ch010

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Abstract

Ever since MDA was publicized by Hunicke, Leblanc, and Zubek in 2004, it has become a building block for game developers and scholars. However, it has also incited several misconceptions that have spread among students and the gaming community. For example, players have overused the term “mechanics,” to the point that it is virtually meaningless. On the other side, the terms “dynamics” and “aesthetics” have been comparatively neglected, despite their value. Building upon our experiences of teaching an undergraduate game design course, we argue that these misconceptions stem from the ways that consumers have misinterpreted the MDA framework. Game educators are not necessarily working with experienced designers: they are working with students who are often more passionate about playing games than making them. Thus, game educators need to target this misconception in order to shed light on preconceived biases.

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