Three Resonating Principles for Gaming By Greg Wall

Jim Gee (2013) in his Principals of Gaming video lists thirteen principles for
hooking people into video games. The principles are broken into three categories which
are Empowered Learners, Problem Based Learning and Deep Understanding. In
category one, games are analyzed by how Empowered Learners make choices. In
Problem Based Learning, games are used to help students go beyond the facts and
seek answers to problems. Finally, Deep Understanding explores how games can
provide students with lasting knowledge.
In the category of Empowered Learners, the principle that resonated with me was
the was the Co-designer principle. This is where the game designer creates the game
and the choices that the player makes enable them to be an agent or co-designer. As a
co-designer, what the player does in the game affects the game itself. By making
choices, the player feels like they are creating the outcome of the game. Players have
to think like the original designers in order reach their own goals and not just the goals
set out by the creator. Using a game like Sid Meiers Civilization V as an example for
this principle, the original game designer sets goals and options for the player and then
that can player decide which options to select. This decision making allows the player to
create their own game through their unique experience. In this game, players found
civilizations with citizens, land and culture. The player deicides what discoveries should
be made, where money should be spent, how to interact with other civilizations, etc. A
player who decides to play a diplomatic game focused on wealth will have a very
different experience from a player who focuses on military might and conquest. As a codesigner, the learner is invested in the game and the choices that they make will also
build towards deeper understanding.
Students need to be given the chance to solve problems rather than just recall
facts. Jim Gee (2013) talks about using facts and information as tools to problem solve.
A player feels gratification if they are able to solve problems. I like the idea of the
principle of Pleasantly Frustrating games. If something is too easy, gratification for
accomplishing an objective would not be as high if the objective was frustrating and had
some difficulty. If a player is able to use their skills, knowledge and persistence to meet
a true challenge and succeed when something is Pleasantly Frustrating, positive
learning has taken place. If a person feels like they have the skill set to accomplish a
task, they can lose themselves in the process of achieving the task and potentially
reach a state of Flow(Wikipedia, 2012). A state of flow is when a person so focused that
they lose themselves in their task and time seems to melt away. Video games allow for
players to reach flow. Whether it is Billy Mitchell playing over two hours to break the
world record in Donkey Kong or a ten year old playing Super Mario Brothers,
accomplishing a frustrating but achievable task by using ones own skills can really
focus a player.
Another principle that resonated with me to help students gain deeper meaning is
System Thinking. If problems in the world are going to be solved, people need to
understand how complex systems work. Video games can teach players that as in the

real world, problems contain complex variables and rules and it is up to the player to
formulate strategies to solve these problems. A game that does this very well is
Civilization V. Part of the game is focusing part of your civilizations efforts on research.
The player researches discoveries like masonry, the wheel, trapping, animal husbandry,
etc. Once the civilization researches these elements, it is possible to build roads, trading
posts, quarries, etc. If I wanted to form a military unit of musketeers, I would first have to
research gunpowder. Games like this make the player think strategically about the
cause and effects of their decisions. This game requires players balance their decisions
and work toward goals.
Rubric Framework
For this evaluation of a serious game I have developed a rubric that incorporates some
of my own categories as well as elements of the RETAIN model(Ulicsak and Wright,
2010). The categories are Relevance, Transfer, Immersion, Gameplay and Cost. Each
category will be be scored according to a 4 point scale.
Relevance for Learning:
This category assesses if educational elements in the game are being presented ways
that are relevant to learners, their needs and learning styles (Ulicsak and Wright, 2010).
While the game may be fantasy, if it is being used in an educational context, is it
relevant for learners in the particular class? If the game is being evaluated for students
in a Grade 3 situation, it may be less relevant to the learners needs than if it was being
evaluated for students in a Grade 9 situation. Also, is the game able to be used for
students who have different learning styles? This category may be deceiving and the
target audience must be taken into consideration when determining a score.
Transfer:
For the purposes of this rubric, different transfer elements will be taken into
consideration. First, can the player use previous information and apply it to the
gameplay? Second, are there opportunities for the player to use knowledge to achieve
new goals within the game? Also, if the game is being used for a particular class, does
the game incorporate the prescribed learning outcomes?
Immersion:
Kronenberg (2012) states that games that can provide purposeful interaction and
relevant content, as opposed to textbooks, can lead to more immersion and real
interest. In this category, a higher score will be given to a game which allows the player
to feel invested. As Gee (2012) points out that good games allow learners to experience
play as a co-designer. If a player experiences agency and they feel like they are writing
the narrative of the game along with the original designer, they may feel immersed in
the game. If the player is able to reach a state of Flow, where the player is in a state of
energized focus the game will be scored on the higher end of the scale. (Wikipedia,
2015)

Gameplay:
This category will score how satisfying the game is during its play. Here the game will be
examined for its ability to somewhat frustrate the player, but at the same time remain
enjoyable. It is expected that any new game will have a learning curve. Players will
need to be able to understand the rules of the game in order to reach goals. A game
that will score higher on the 4 point scale will have rules are easy to understand,
features that are fun and enjoyable, and goals that give the player a feeling of
accomplishment when reached.
Cost:
In every educational situation, cost is a consideration. Where budgets are low, getting a
serious game into a school may difficult. Free games will score highest on the rubric,
while games where licences are more expensive will score lower.
References:
Gee, J. (2013, November 13). Jim Gee Principles on Gaming. Retrieved March 22,
2015, from https://www.youtube.com/watch?v=4aQAgAjTozk
Ulicsak, M. & Wright, M. (2010). Games in Education: Serious Games. Bristol,
Futurelab. Retrieved on March 22 , 2015 from http://media.futurelab.org.uk/resources/
documents/lit_reviews/Serious-Games_Review.pdf
Flow (psychology). (2015, February 5). Retrieved March 26, 2015, from http://
en.wikipedia.org/wiki/Flow_(psychology)
Kronenberg, F. (2010, January 1). Selection Criteria for Commercial Off-the-Shelf
(COTS) Video Games for Language Learning. Retrieved March 26, 2015, from http://
www.iallt.org/iallt_journal/
selection_criteria_for_commercial_off_the_shelf_cots_video_games_for_language_lear
ning
Buy Sid Meier's Civilization V. (n.d.). Retrieved March 26, 2015, from http://
store.steampowered.com/app/8930/
The King of Kong: A Fistful of Quarters. (n.d.). Retrieved March 26, 2015, from http://
www.imdb.com/title/tt0923752/

Serious Game for Education Rubric

Game:

Developer:

Grade Level/Course:

Price:

Platform(s):

Date:

Synopsis:

1-Not Meeting

2-Satisfatory

3-Good

4-Excellent

Relevance for
Learning

Game has little

educational
relevance. Game
does not meet any of
the learning
outcomes for the
course.

Game has some

educational value
and allows students
to reach a few of the
learning outcomes.

Game has
educational value
and allows learners
to explore
educational
outcomes and gain
new knowledge.

Game allows
learners to
accomplish many
course outcomes as
well as apply
knowledge.
Abundant
opportunities to
acquire new
knowledge.

Transfer

Does not allow users

to use prior
knowledge and does
not allow player to
use new knowledge
in the game.

Allows for very little

use of prior subject
knowledge. Player is
able to apply very
little game-attained
knowledge
throughout the
game.

Allows the use of

prior and relevant
subject knowledge
and concepts. Many
opportunities for the
player to apply new
game-attained
knowledge
throughout the
game.

Allows the use of

prior and relevant
subject knowledge
and concepts. Many
opportunities for the
player to apply new
game-attained
knowledge
throughout the
game.

Immersion

Player is unlikely to
Player will sustain
sustain interest in the moderate interest in
game.
the game.

Player feels part of

the game and feels
that their decisions
influence the
outcome of the
game.

Player feels deeply

invested in the game
and and is able to
reach a state of
heightened focus.

Gameplay

Gameplay is not
enjoyable. Goals of
the game maybe not
be engaging. Game
may not be intuitive
for the player.

Game tasks allow for

little challenge and
user has limited
engagement. Game
may be too easy or
too difficult.

Allows the use of

prior subject
knowledge and
concepts. Some
opportunities for the
player to apply new
game-attained
knowledge
throughout the
game.

Game is very
enjoyable and
provides pleasant
frustration which
gives way to a
players sense of
accomplishment.
Rules are easily
understood perhaps
because of a tutorial
or guidance.

Cost

Cost is too high and

may be prohibitive.

Cost is high, but

reasonable enough
for a few licences.

There is a small cost

attached and will
allow for purchases
of multiple licences.

There is no cost,
licences are free and

Game: Sid Meiers Civilization 5

Developer: 2K/Firaxis

Grade Level/Course:Social
Studies 8/9

Price: $32.99

Platform(s): Steam-Mac, PC, Linix

Date: March, 2015

Synopsis: Sid Meiers Civilization 5 is a turn based strategy game that allows the player to create a civilization
from the stone age onto our future. Users start the game deciding on a skill level, culture and map. For example, a
player may decide to play the game at its easiest level known as Settler, as the Mongolian Empire, on an accurate
map of planet earth. Players manage units with different tasks throughout the game. For example, settlers explore
and found cities, military units explore, attack and defend, workers build, and diplomats create peace and trade.
Players decide how to create wealth, where to build, who to trade with, who to fight, what to research, what kind of
government to have, etc.
In a Grade 8 or 9 Social Studies classroom, this game would be effective in teaching a variety concepts. Students
can discover some of difficulties of ruling a society. Students can see experience conquest, trade, diplomacy and
governments much more interactively than with a textbook. Students can become part of an alternate history which
they co-author. In this game, learning the concepts of creating a civilization rather than the actual historical facts is
where the learning takes place. The player cant just expect to conquer another state without sacrifice, creating
wealth though production, innovation and patience. The game itself allows the player to use some prior ideas, apply
them and learn new ideas from the game which will be applied as well.
The gameplay is excellent, there are tutorials and suggestions for tactics throughout each game. Players have to
set goals and do a great deal of multitasking in order be successful. This is a game where a player can get lost in a
state of flow. The player invests so much effort on all the details of the game that higher states of focus are easily
attained.
The game is costly at $32.99 for the basic version and $54.99 for the complete version. However, the planets
aligned for me and I was able to take advantage of a Steam sale and get the complete version for $12.99.
This is perhaps the best game I have ever played and the side-effects of learning make it a great game for
education.
Overall Score: 22 out of 25
1-Not Meeting

2-Satisfatory

3-Good

4-Excellent

Relevance for
Learning

Game has little

educational
relevance. Game
does not meet any of
the learning
outcomes for the
course.

Game has some

educational value
and allows students
to reach a few of the
learning outcomes.

Game has
educational value
and allows learners
to explore
educational
outcomes and gain
new knowledge.

Game allows
learners to
accomplish many
course outcomes as
well as apply
knowledge.
Abundant
opportunities to
acquire new
knowledge.

Transfer

Does not allow users

to use prior
knowledge and does
not allow player to
use new knowledge
in the game.

Allows for very little

use of prior subject
knowledge. Player is
able to apply very
little game-attained
knowledge
throughout the
game.

Allows the use of

prior subject
knowledge and
concepts. Some
opportunities for the
player to apply new
game-attained
knowledge
throughout the
game.

Allows the use of

prior and relevant
subject knowledge
and concepts. Many
opportunities for the
player to apply new
game-attained
knowledge
throughout the
game.

1-Not Meeting

2-Satisfatory

3-Good

4-Excellent

Immersion

Player is unlikely to
Player will sustain
sustain interest in the moderate interest in
game.
the game.

Player feels part of

the game and feels
that their decisions
influence the
outcome of the
game.

Player feels deeply

invested in the game
and and is able to
reach a state of
heightened focus.

Gameplay

Gameplay is not
enjoyable. Goals of
the game maybe not
be engaging. Game
may not be intuitive
for the player.

Game tasks allow for

little challenge and
user has limited
engagement. Game
may be too easy or
too difficult.

Game goals and

tasks are enjoyable
and provide some
frustration, give way
to a players sense of
accomplishment.
Rules are eventually
understood.

Game is very
enjoyable and
provides pleasant
frustration which
gives way to a
players sense of
accomplishment.
Rules are easily
understood perhaps
because of a tutorial
or guidance.

Cost

Cost is too high and

may be prohibitive.

Cost is high, but

reasonable enough
for a few licences.

There is a small cost

attached and will
allow for purchases
of multiple licences.

There is no cost,
licences are free and