Making Learning Fun through Game-Based Education
In an article written by Clark, Quinn (2005) questions how to design a game that is reliable, systematic and fun.
He came up with the core foundations of the learning list for eduactional games. They should be:
Contextualized – the learning should be in a setting where the learners actions make sense.
Clear Goal – the learner should have an end state that they are motivated to achieve. (
Appropriate challenge – the level of difficulty has to be beyond the learner’s capability, but not so far that the learner can’t accomplish the task; learning happens best in the space just beyond the learner’s capability where, with some effort and support, they can accomplish the task.
Anchored – the actions that the learner takes have to have a meaningful effect on the outcome. There can’t be meaningless actions by the learner after which the story proceeds, but instead there have to be real consequences in the story line of the actions they take. Learners learn best when they’re operating in ways they recognize are meaningful.
Relevant – in addition to the actions taken being meaningful to the story, the story and actions have to be meaningful to the learner. We need stories that appeal to their interests and motivations. Learners learn best when the setting is one they viscerally care about.
Exploratory – the environment has to have a wide variety of possible choices (or at least a perception of same), and the ability to try different things and explore the internal relationships. Learners learn best when they have to make choices and face the consequences of those choices.
Active manipulation – a related facet is having the learners active in exploring those relationships, and operating on the world in ways that are similar to the way you operate in the real world and that reflect the story setting. Learners learn best when there is minimal overhead between their intentions and the actions taken to achieve them.
Appropriate feedback – the feedback from the world has to come in a way that makes sense in the world. They need to know they’ve acted, even if they don’t immediately get to know the final outcomes of their action. Learners learn best when they get feedback about how they’re doing.
Attention-getting – the action can’t be totally deterministic, there needs to be some randomness and probability. Total determinism isn’t desirable. Learners learn best when their attention and curiosity is maintained.
Clark Quinn has given some very clear objectives fof what Game-Based eduactional games should all contain. Perhaps these are excellent key points for teachers to acknowlege that these games can offer to our students when deciding on what programs or games would be beneficial for our students and schools.
