The Magic Bullet

This paper outlines a simple and effective model that can be used to evaluate and design educational digital games. It also facilitates the formulation of strategies for using existing games in learning contexts. The model categorizes game goals and learning objectives into one or more of four possible categories. An overview of the model is provided and the four categories are defined. The model is used to analyze several games. The implications that this model has for the design and use of games as instructional technologies are then described.

Digital Games

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

Leveraging Mobile Games for Place-Based Language Learning

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

Encouraging Engagement in Game-Based Learning

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

The Use of Motion Tracking Technologies in Serious Games to Enhance Rehabilitation in Stroke Patients

Stroke is the main cause of long term disability worldwide. Of those surviving, more than half will fail to regain functional usage of their impaired upper limb. Typically stroke upper limb rehabilitation exercises consist of repeated movements, which when tracked can form the basis of inputs to games. This paper discusses two systems utilizing Wii™ technology, and thermal and visual tracking respectively to capture motions. The captured motions are used as inputs to specially designed games, which encourage the users to perform repeated rehabilitation movements. This paper discusses the implementation of the two systems, the developed games, and their relative advantages and disadvantages. It also describes the upcoming testing phase of the project.

Forming The Guild

This paper expands on Gee’s (2004) notion of “affinity spaces” by placing them in the context of games, media stars, and their fans and combining cultural studies and new literacies approaches. The Guild, a web series about the misadventures of MMO-players, written by and starring actor, writer, producer, and gamer Felicia Day, is examined. On WatchTheGuild.com, fans of The Guild enact literacy practices, particularly those that align with Day’s activities and star persona, such as media production and critique. These literacy practices are constrained by the limitations of projective identity in the context of star-based affinity spaces. Taking on projective identities within The Guild’s affinity space, individuals are faced with the impossibility of fully achieving the star’s – Day’s – successful identity as simultaneously gamer and media producer. The imbalance in cultural power allows the professionally manufactured star image to remain forever unattainable. This paper proposes reconsidering projective identity to move beyond the affinity space to develop one’s own sense of mastery outside the context of star-based fandom.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service

This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders working with their probation managers and a PhD researcher to create a new serious-game for use by the probation service. A voluntary participant group of six male offenders was observed over a five week design process using the game authoring software Game-Maker. Weekly meetings have allowed participants to learn basic game authoring skills and share design ideas within a multi-disciplinary team. Investigators have observed the amount and type of assistance required by participants when interacting with new software, the range and suitability of ideas communicated by participants, and the ability of participants to convert their ideas into functional media. This paper presents qualitative results from this exploratory field study and compares the results to previous investigations with secondary school children.

Possibility Spaces

Interactive technologies provide today’s youth a low stakes sandbox to collect experiences (Gee, 2004) and try tasks and identities (Gee, 1991) that push the boundaries of “known” and open up the world of possibility. Pairing affordances of video games with the possible selves framework (Markus & Nurius, 1986), research involved using The Sims 2 life-simulation properties to encourage a friendship group of teenage males to create simulations of their hoped for and feared potential selves. While all participants reported increased crystallization (Super, 1981) of characteristics within their hoped for future self, at the conclusion of the intervention most participants still demonstrated an imbalance between feared and hoped potential selves. This suggests the need for additional work in the area of vocational and academic asset exploration, as well as the need to connect the consideration of possible self actualization to believable and realizable action plans.