Introduction

Through the critical reflection process and reading on game-based learning, I’ve identified how little I knew on the topic when starting this subject LINK. An example was equating game-based learning with elements of gamification.  The complexity of interaction between game elements and those involved in the development (lecturers, learning designers and technologist) and the player is now evident (Becker, 2011; Kapp, 2012; Mann, Gordon, & MacLeod, 2009; Tyner, 2009).

 

Challenges

With an extensive personal gaming history, I identified a positive bias for the medium. However, significant learnings came from overcoming my bias of what constitutes a game and the features which provide for the development of desirable graduate attributes. Readings assisted in repositioning my game design mindset from using overly complicated technology to focusing on features to support learning. This approach is evident in the game development outlined in Part A (Gee, 2003; Golding, 2014; Kapp, 2012; Kauffman, 2015; Koehler & Mishra, 2009).

The importance and function of narrative within a game also came as a revelation. While I’ve always enjoyed the power of story and situated context when using live-action role plays (LARPs), I was dismayed I had overlooked it. Personal growth is evident within the creation of a linear narrative which supports a game’s progression structure. The storyline also provides a common link between each member of our diverse cohort. Significantly, the cohort is a mix of digital natives and digital immigrants, but with growth in gaming within the mature female population, this may become less significant in the future (Becker, 2011; Jesper, 2002; King, Delfabbro, & Griffiths, 2010; Prensky, 2001; Volery & Lord, 2000).

Interestingly, exploring books and commentary about the popular game, Halo, provided insights into how the co-creation of narrative in the two mediums informed game design. Readings, along with the collaborative, social constructivist game design exercise with peers offered insight and perspective into the topic (Arntfield, Slesar, Dickson, & Charon, 2013; Chee Siang, Avni, & Zaphiris, 2008; Kapp, 2012; Latham & Hollister, 2014; Liu, Cheng, & Huang, 2011).

Within the game design, consideration of the cohort’s digital identity and information behaviour is of critical importance. The effects of these on game design is astonishing. Player factors such as psychological type, their locus of control, information needs, motivation and expertise, all affect their experience of gameplay. Within an educational game, consideration of these factors effect design of critical elements such as mode of play (team or individual), points systems, leaderboards and feedback mechanisms (Bhatt, Christie, Mathur, Badurek, & Morton, 2016; Latham & Hollister, 2014; Markey & Leeder, 2011; Robson & Robinson, 2013; Turkay, Hoffman, Kinzer, Chantes, & Vicari, 2014; Wass, Harland, & Mercer, 2011; Westwood, Griffiths, & Networking, 2010; Wilson, 2000).

I also found the exploring of a taxonomy for educational games which compared the work of Gagne, Bloom’s and Jonassen’s work particularly useful.  At a faculty meeting, I was able to use this work in justifying the use of my situated context game rather than the traditional one-shot lecture and tutorial method used previously. The attitude of some faculty mirrored critiques from outdated research such as time-wasting in curriculum (Becker, 2011; Klabbers, 2003; O’Brien, 2011).

Overall, I’ve undertaken exponential learning within the field of game-based learning through reading, exploring and development of an educational game. Reflecting on the game development, I can see how the critical elements form part of the instructional design and constructively aligned curriculum, pedagogy, and technology to create a stand-alone ‘Zone of Proximal Development’ for our diverse cohort. The introduction of technology to the curriculum utilised an iterative process, along with a modified version of SAMR and TPACK within the decision (Koehler & Mishra, 2009; Markey & Leeder, 2011; Ruben Puentedura, 2010; Rueben Puentedura, 2012; Vygotskiĭ, 1978; Wass et al., 2011).

References

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