Avoiding Failure in Modern Game Design with Academic Content - A Recipe, an Anti-Pattern and Applications Thereof

Kay Berkling, Heiko Faller, Micha Piertzik

2017

Abstract

Educational Games tend not to be designed by game engineers. They usually do not compare either in graphics or in addictiveness to small games that people have installed on their mobile devices. In order to understand why people play today, a survey was conducted to determine players’ explicit and implicit knowledge about motivators in addictive games. Based on the results of the questionnaire, we studied demographic preferences and commonalities in order to develop a recipe for the design that fits the general current market. An anti-pattern was a by-product of this process. Both are then applied towards an analysis of existing games and the design of a new one.

References

  1. Berkling, K. and Pflaumer, N. (2014). Phontasia - a phonics trainer for German spelling in primary education Singapore, September 19, 2014. In Berkling, K., Giuliani, D., and Potamianos, A., editors, The 4st Workshop on Child, Computer and Interaction, WOCCI 2014, Singapore, September 19, 2014, pages 33-38. ISCA.
  2. Berkling, K., Pflaumer, N., and Lavalley, R. (2015). German phonics game using speech synthesis - a longitudinal study about the effect on orthography skills Education, SLaTE 2015, Leipzig, Germany, September 4-5, 2015. In Workshop on Speech and Language Technology in Education, volume 6 of SLaTE, pages 167-172. ISCA(ISCA) International Speech Communication Association.
  3. Bianco, A. T., Higgins, E. T., and Klem, A. (2003). How fun/importance fit affects performance: relating implicit theories to instructions. Personality & social psychology bulletin, 29(9):1091-1103.
  4. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., and Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94:178-192.
  5. Campbell, I. (2007). Chi-squared and Fisher-Irwin tests of two-by-two tables with small sample recommendations. Statistics in medicine, 26(19):3661-3675.
  6. de Sousa Borges, S., Durelli, V. H. S., Reis, H. M., and Isotani, S. (2014). A systematic mapping on gamification applied to education. In Cho, Y., Shin, S. Y., Kim, S., Hung, C.-C., and Hong, J., editors, the 29th Annual ACM Symposium on Applied Computing, pages 216- 222.
  7. Dicheva, D., Dichev, C., Agre, G., and Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3):75-88.
  8. Dickey, M. D. (2013). K-12 teachers encounter digital games: A qualitative investigation of teachers' perceptions of the potential of digital games for K12 education. Interactive Learning Environments, 23(4):485-495.
  9. Egenfeldt-Nielsen, S., Smith, J. H., and Tosca, S. P. (2016). Understanding video games: The essential introduction. Routledge, New York and London, third edition edition.
  10. Hanus, M. D. and Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80:152-161.
  11. Koivisto, J. and Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35:179-188.
  12. Koster, R. (2014). A theory of fun for game design. O'Reilly Media Inc, Sebastopol, CA, second edition edition.
  13. Naaji, A., Mustea, A., Holotescu, C., and Herman, C. (2015). How to Mix the Ingredients for a Blended Course Recipe. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 6(1-2):106-116.
  14. Nicholson, S. (2015). A RECIPE for Meaningful Gamification. In Reiners, T. and Wood, L. C., editors, Gamification in Education and Business , pages 1-20. Springer International Publishing.
  15. Novak, E., Johnson, T. E., Tenenbaum, G., and Shute, V. J. (2016). Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: Using a storyline for teaching basic statistical skills. Interactive Learning Environments, 24(3):523- 538.
  16. Ryan and Deci (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary educational psychology, 25(1):54-67.
  17. Salen, K. (2011). Quest to learn: Developing the school for digital kids. The John D. and Catherine T. MacArthur Foundation reports on digital media and learning. MIT Press, Cambridge, Mass.
  18. Schuler, H., Funke, U., and Baron-Boldt, J. (1990). Predictive Validity of School Grades -A Meta-analysis. Applied Psychology, 39(1):89-103.
  19. Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8):19-29.
  20. Stott, A. and Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC, Canada, 8.
  21. Suarez Caraballo, L. M. (01.01.2014). Using Online Mathematics Skills Games To Promote Automaticity. PhD thesis, Cleveland State University.
  22. Trapmann, S., Hell, B., Hirn, J.-O. W., and Schuler, H. (2007a). Meta-Analysis of the Relationship Between the Big Five and Academic Success at University. Zeitschrift für Psychologie / Journal of Psychology, 215(2):132-151.
  23. Vallerand, R. J., Gauvin, L. I., and Halliwell, W. R. (1986). Negative Effects of Competition on Children's Intrinsic Motivation. The Journal of Social Psychology, 126(5):649-656.
  24. Vaz de Carvalho, C., Escudeiro, P., and Coelho, A., editors (2016). Serious Games, Interaction, and Simulation. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommu-
  25. Wiggins, B. E. (2016). An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education. International Journal of Game-Based Learning, 6(1):18-29.
Download


Paper Citation


in Harvard Style

Berkling K., Faller H. and Piertzik M. (2017). Avoiding Failure in Modern Game Design with Academic Content - A Recipe, an Anti-Pattern and Applications Thereof . In Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-240-0, pages 25-36. DOI: 10.5220/0006281800250036


in Bibtex Style

@conference{csedu17,
author={Kay Berkling and Heiko Faller and Micha Piertzik},
title={Avoiding Failure in Modern Game Design with Academic Content - A Recipe, an Anti-Pattern and Applications Thereof},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2017},
pages={25-36},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006281800250036},
isbn={978-989-758-240-0},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Avoiding Failure in Modern Game Design with Academic Content - A Recipe, an Anti-Pattern and Applications Thereof
SN - 978-989-758-240-0
AU - Berkling K.
AU - Faller H.
AU - Piertzik M.
PY - 2017
SP - 25
EP - 36
DO - 10.5220/0006281800250036