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简述设计学习型游戏的11项原则

发布时间:2013-09-26 16:25:10 Tags:,,,,,

作者:Karl Kapp

以下是指导游戏设计的11项最佳做法:

1.设计学习型游戏要满足特定指导对象的需求(虽然这是显而易见的做法,但经常被人忽略)。

2.将学习型游戏嵌入使用以下结构的课程:建立游戏,并告诉学习者他们将进行学习,然后允许他们体验游戏,当游戏结束时,要求学习者阐述游戏中的学习层面。

learning game(from elearningbrothers.com)

learning game(from elearningbrothers.com)

3.保持规则、记分和升级系统的简洁性。复杂游戏容易令初学者困惑和抓狂。

4.让学习者在开始之前先适应规则和玩法。如果游戏看起来确实很复杂或者难以开始,那就要提供一个不计分、与升级和输赢结果无关的教程回合、训练回合。或者制作一个简短视频解释如何玩游戏。

5.不要仅关注于游戏的“胜利”层面。游戏是情感性的活动,人们都不愿意赢掉游戏。如果学习者过早输掉游戏,就会产生失望或受挫的体验。他们可能就会退出游戏,所以要关注学习的结果。

6.如果可能的话,要创造学习者必须分组的游戏。分组比单人模式更有助于促进玩家更好地学习(已经有相关调查可证明这一结论)。

7.尽量让游戏中的认知活动与学习者当前的认知活动相匹配。其匹配度越高,就越有利于他们学习。

8.要让游戏具有重玩性。加入多种课程的学习型游戏效果更好。这意味着玩家能够用另一种策略或方法再次体验游戏,而不只是重复做同一件事。

9.让游戏具有交互性,专注于玩家活动。消极的游戏玩法并不比上课更有指导意义。

10.事先要确定要衡量标准。在设计游戏之前,就要确定你该如何衡量游戏的有效性。

11.要将玩家获得知识或创造性作为“胜利”结局。可以采用运气和随机事件,但要将学到知识视为赢得游戏的结果。(本文为游戏邦/gamerboom.com编译,拒绝任何不保留版权的转载,如需转载请联系:游戏邦

Top 10 +1 Instructional Game Design Best Practices

by Karl Kapp

Here are the top ten best practices for instructional game design. (Plus a bonus)

Practice #1 – Design the learning game to meet specific instructional objectives. (Seems obvious but it gets overlooked more times than one would think.)

Practice #2 – Embed the learning game into a curriculum using the following structure: Set up the game and tell the learners what they will learn, then allow them to experience the game and when the game is over, debrief the learners to highlighting the learning aspects of the game.

Practice #3 – Keep rules, scoring and leveling simple. Complicated games confuse and frustrate learners.

Practice #4 – Get learners comfortable with the rules and game play before they start. If the game does seem complicated or is tough to get started, provide a tutorial round or a practice round that does not count for scoring, leveling or winning. And/or create a short video explaining how to play the game.

Practice #5 – Do not focus the game on “winning” only. Games are emotional and people do not like to lose. A disappointing or frustrating experience can occur if a learner loses early. He or she may then check out of the experience. Focus on learning outcomes.

Practice #6 – If possible, create the game so learners must work in groups. Groups facilitate learning better than individual game play (according to several research studies).

Practice #7 – As much as possible, the cognitive activities in the game should match the cognitive activities on-the-job. The closer the two match, the better the learning transfer.

Practice #8 – Plan for replayability. Games for learning are most effective when multiple sessions are involved. This means the ability to play again with another strategy or another approach, not just doing the same thing over and over again.

Practice #9 –Make the game interactive, focus on player activities. Passive game play is no better instructionally than a lecture.

Practice #10 – Determine metrics a head of time. Decide how you are going to measure the effectiveness of the game before you design the game.

Practice #11 – Winning should be primarily a result of knowledge acquisition or creation. While good games need chance and random events, the winning-state should be the result of learning. (source:karlkapp


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