Designing Exploratory Serious Games with Learning Supports

Abstract

Serious games are computer games with learning objectives, and present stimulating contexts with interactive, engaging and immersive activities. The brain wave analysis and the neuro-functional correlates of game-based learning revealed that game-based learning is a powerful tool to enliven processes of learning through providing reward and emotional engagement. Implementing a game design model that effectively incorporates game mechanics and pedagogical mechanics is essential in the development of a serious game as an interactive learning environment. The current literature provides many serious game development framework, however, no single framework is sufficient to cover interdisciplinary field of exploratory serious games. This study aimed to develop a framework for designing exploratory serious games. In order to ensure that learners would attain objectives of the learning unit in the game, the proposed conceptual design framework was based upon (a) Kiili’s experiential gaming model (2005), (b) 4C/ID instructional design model (Van Merrienboer, Clark, & de Croock, 2002), (c) ARCS motivation model (Keller, 1987), and (d) Activity theory (Engeström, 1987). The framework pays particular attention on learning support mechanisms of the game because students may have difficulty in, miss or avoid learning curricular content of an exploratory serious game when they focus on merely game mechanics. Finally, the study also stresses and discusses enhancing players’ flow experience and enriching adaptability of the game through design of task regimes.

Keywords

• Serious games
• exploratory learning games
• learning support
• instructional design

Öğrenme Destekleriyle Açınsayıcı Öğrenme Oyunları Tasarlama

Abstract

Dijital öğrenme oyunları eğitsel hedefleri önceleyen ve öğrenciyi cezbeden bağlamlarda etkileşimli, bağlayıcı ve sürükleyici etkinlikler sunan ortamlardır. Oyun-tabanlı öğrenenlerin beyin dalgaları ve sinir bilimsel örüntüleri konusundaki araştırmalar, oyun-tabanlı öğrenmenin sağladığı ödül ve duygusal bağlayıcılık özellikleri ile bilişsel süreci etkinleştirmek için güçlü bir araç olduğunu göstermektedir. Oyunlaştırma öğeleri ve eğitim bilimsel değişkenlere ilişkin öğelerin başarılı bir şekilde bir arada kullanılması gerekmektedir. Söz konusu bütünleştirmeyi sağlayarak öğrenme oyununu etkileşimli bir öğrenme ortamı yapan temel unsur oyun tasarımında kullanılan modeldir. Alan yazında çok sayıda öğrenme oyunu tasarım modeli olmasına rağmen, disiplinler arası bir eylem olan bilgi keşfettirici öğrenme oyunları tasarımında tek bir model tek başına yeterli olamamaktadır. Bu çalışma, bilgi keşfettirici öğrenme oyunları tasarımında kullanılabilecek bir bütünleşik model geliştirmeyi hedeflemiştir. Çalışmada, öğrencilerin belli bir dersin hedeflerine bir öğrenme oyunu içinde ulaşmasını sağlamak amacıyla, aşağıdaki modeller bir arada ele alınarak bütünsel bir model önerilmiştir: (a) deneysel oyun modeli (Kiili, 2005), (b) 4C/ID öğretim tasarım modeli (Van Merrienboer, Clark ve De Croock, 2002), (c) ARCS motivasyon modeli (Keller, 1987) ve (d) Etkinlik kuramı (Engeström, 1987). Önerilen bütünleşik model, öğrencilerin sadece öğrenme oyunu içindeki oyunsal mekanizmalara odaklanarak oyundaki konu alanı içeriğini ihmal etmelerini ve öğrenme zorluğu yaşamalarını önlemek amacıyla oyundaki öğrenme destek mekanizmalarına özel önem vermektedir. Ayrıca, öğrenme oyunlarında tasarlanacak görev setleriyle öğrencilerin etkinlik akışının artırılması ve oyunun uyarlana bilirliğinin geliştirilmesine dönük bir dizi öneri sunulmaktadır.

Keywords

• Dijital öğrenme oyunları
• açınsayıcı öğrenme oyunları
• öğrenme desteği
• öğretim tasarımı

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