Done by Asmahan Al-Belushi

68702

Kelley (1988) and Salen and Zimmerman (2003) also define games as a system with rules, conflict, and a quantifiable outcome. It is free movement within a more rigid structure.

From the research, a game can be defined as a voluntary rule-based activity that motivates the player to achieve a goal state or quantifiable outcome via conflict with others or self

These are the "core" elements of any true game. Borderline cases of games include:

• Skill-based gambling (consequences are pre-negotiated)

• Chance-based gambling (no player effort, consequences are pre-negotiated)

• Pen and paper role-playing (flexible rules)• Open-ended simulations (No valorization

of outcome)

An educational game, one designed for learning, is a subset of both play and fun. It is a melding of educational content, learning principles, and computer games (Prensky, 2001). Digital game-based learning is organized to provide both education and pleasure. Play relaxes people, putting them in a receptive state for learning.

Educational Games contain the following elements:

• Voluntary Participation• Rules

– Verify appropriateness of strategies• Goals

– Challenging– Limit usable strategies– Have defined outcome(s)

• Feedback– Used to measure progress against

goal(s)• Interactions

– Conflict (overt or covert)– Competition (with the game, others, or

self)– Opposition (with the game, others, or

self)

• Representation– The game mechanics, graphics, etc. all

blend together to define what the game is all about

– An abstracted story of reality• Separation from Reality

– A safe environment – consequences are not externalized

– May contain fantasy or "impossible" elements

Increase learning motivation with students.

Increase learner understanding Meet different types of learners and

learners styles. Increase participation and students

involvements Get attention Easy to retrieve information

Adventure and role-playing games Business games Board games Combat games Logic games and puzzles Word games