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A Conceptual Framework For Serious Games
A Conceptual Framework For Serious Games
game mechanics
instructional content
game attributes
reflection
Figure 1. Conceptual Framework for Serious Games shown as a Structural Class diagram.
outcome is a particular combination of capability and x Transfer of learned skills is the support provided
subject matter. For example, the learner should be by the game to enhance the application of
able to recall the date of the battle of Hastings or previously learned knowledge to other game
should be able to analyse whether a particular bird is levels.
a raptor x Interaction is the extent to which the game
Typical examples of learning outcomes are based activities require responses and engagement from
on taxonomies of educational objectives with learner the learner.
capabilities drawn from the psychomotor, cognitive, x Learner control is the extent to which the learner
and affective domains [7] For example, pilots can direct their learning activities within the
undertake rigorous training in both the classroom and game, providing self study and self exploration to
in aircraft. A study has shown that by introducing a suit their own pace and experience.
number of hours playing aviation computer games, x Practice and drill provides for repeating learning
pilots have performed better in test flights. activities with increasingly harder tasks for better
achievement of the intended learning outcomes.
2.4 Game attributes x Intermittent feedback is the extent to which every
game interaction receives feedback, or whether
Game attributes are those aspects of a game which feedback is provided less frequently.
support learning and engagement. The game x Rewards are arrangements in the game to
attributes are developed based on the critical thinking encourage the learner and to keep their motivation
resulting from the literature review on behaviourist, high.
cognitive, constructivist, educationist, and x Situated and authentic learning involves the
neuroscience perspectives. The game attributes provision of a gaming environment or world
include: where the learner can relate their learning to their
x Incremental learning provides the learning needs and interests in the outside world.
materials and introduces the learning activities x Accommodating to the learners styles refers to
incrementally. Intended learning outcomes are the games ability to suit and to reach out to
addressed one by one and not all at once. different learner styles by offering variation in
x Linearity is the extent to which the learning game play.
activities are sequenced by the game (and would
suit a serial learning style), and the extent to 2.5 Learning activity
which an active learner may be able to construct
their own sequences. Learning activity is the activity designed to keep
x Attention span concerns the cognitive processing the learner engaged and learning in the game world.
and short-term memory loads placed upon the The deep involvement or immersion by the learner
learner by the game. These loads need to be depends on the effectiveness on the delivery of these
carefully calibrated to the target learner. activities.
x Scaffolding is the support and help given by the Gilbert & Gale [7] suggested a number of methods
game during the learning activities. for constructing learning activities to support given
intended learning outcomes. For example, if a learner
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needs to be able to recall a concept, the learning achievement can be indicated by the game scores,
activities would include showing an example of the total amount of resources or assets collected within
concept and asking the learner for the concept name, the game, or time taken to achieve game goals. In
followed by feedback on the answer. addition, it gives the pleasure of reward to the learner,
The activity should involve learning materials that and also serves a purpose of learner assessment.
are appropriate and challenging for the target learner The learning activities can be modified based on
seeking competency at a level slightly above that of the game achievements feedback. The game
the learners current competency [9]. The majority of achievement or score would indicate the level of
the game designers spend considerable time in learner knowledge while playing games and, if
perfecting this area of game play in order to make necessary, newly chosen learning activities should be
the game successful. changed to suit the learner level.
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