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.
3.
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
4.
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)
5.
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.
6.
Educational Games contain the following elements:
Voluntary Participation
Rules
Verify appropriateness of strategies
Goals
Challenging
Limit usable strategies
Have defined outcome(s)
7.
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)
8.
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
9.
Increase learning motivation with students.
Increase learner understanding
Meet different types of learners and learners styles.