This is a complex game comprised of many systems. Expecting
the player to master all of them to “win” is unfair to the player. So what
we’ve done is take the learning objectives and made those variable objectives
in the game.
These objectives occur naturally as the player discovers the
roles and functions of the game. So as the player plays, we reward them for
using the functions and completing sub objectives while playing, achieving
these sub-objectives results in badges being displ...
“Students have a choice. They can either use the text book
or play our game. They have to do one or the other. Our game is so much better
than the text book that kids will play our game.”
This is the logic of many top executives in the educational
games industry. Only problem is, if you’ve ever taught in a classroom, you know
this is absolutely not true. It’s a false dichotomy. Kids have the choice to be
distracted, to quit, and not do any of the above.
When a game encourages exploration and discovery two major
classroom problems arise. 1) “Discovery” takes time and can be viewed as inefficient
or “time off task”. 2) Depending on the environment, some interactions while
exploring can be viewed as “wrong” requiring unlearning with respect to the “real”
For example: Students were put in control of cells inside a
simulation/game of the AIDS virus. Because it’s designed as a cool looking game,
kids feel the freedom...