The instructional content of educational games should be packaged in these game characteristics as the input to the game cycle. The cycle itself consists of user judgment or reactions such as enjoyment or interest followed by user behavior for example time on task which then triggers further system feedback. This cycle should create self-motivated gameplay, repeating the instructional content and thus lead to the desired learning outcomes.
However, there are quite varied point of views as to which characteristics are essential to games. Garris, Ahlers and Driskell have identified the following six broad dimensions:
- Fantasy
- Rules/Goals
- Sensory Stimuli
- Challenge
- Mystery
- Control
Fantasy:
Research suggests that content may be learned more willingly if presented in a context which is imagined and of interest. This fantasy context can be exogenous or endogenous to the game content. An exogenous example would be f.e. „Garfield’s count me in“, mentioned in a previous blog entry where players fight aliens by learning fractions. An endogenous fantasy is related to the learning content f.e. piloting a spaceship on reentry to earth’s orbit in order to learn about physics. Endogenous fantasies are more effective motivational tools as the content too becomes interesting if the fantasy is interesting. With exogenous fantasies the fantasy helps to learn the content but the motivation applies solely to the fantasy. In a way this also correlates with making problems relatable in order to promote higher-order thinking as an endogenous fantasy is more engaging than a mere simulation but more relatable than an exogenous fantasy.
Rules/Goals :
Game activity always takes place in a fixed space and time period with operative rules overwriting the rules and constraints of daily life. Also rules are used to describe the goal-structure of a game. Clear, specific and difficult goals enhance performance and motivation as they are challenging and help the player realize if the current performance does not meet the goals. System goals define how the world of the game works whereas procedural rules define the actions which can be taken in the game. Imported rules are the rules from the real world, such as „cheating is not allowed“ or „you can’t walk through walls“ that are also applied to the game. They make gameplay possible in the first place but also games are fun because they let players break some of the rules of everyday life.
Sensory Stimuli:
Dramatic or novel visual and auditory stimuli that are outside of the normal experience. Research found that students were more likely to return to an educational game if it included dynamic graphics.
Challenge:
As stated in the blog post about problem based learning, the problems and goals should be just the right amount of challenging and thus include progressive difficulty levels as players skills and knowledge rise. Scores and performance feedback allow players to track their progress toward desired goals and thus can motivate to keep playing.
Mystery:
Mystery is supposed to evoke curiosity in the player which in turn motivates to keep playing. Mystery is created f.e. through incomplete information, novelty, surprise or violation of expectations. In order to stimulate curiosity it is crucial to find the optimal level of informational complexity.
Control:
Active player control, giving players the ability to regulate, direct, or command something.
Sources:
- Garris, Rosemary; Ahlers, Robert; Driskell, James E.; Games, motivation, and learning: A research and practice model, in: SIMULATION & GAMING, Vol. 33 No. 4 ; 2002
