A game is an example of an instructional strategy. But what defines a game? I will discuss Prime Feeding Time (PFT) in terms of the game elements identified by Kapp (2012, Ch. 2). First of all, a game needs a STORY to create relevance and context. Stories have characters, plot, tension and resolution. In PFT, we have a low blood sugar shark, Delmar, with a delicate stomach. He can only eat prime numbered fish. This leads us to the RULES (i.e., eat the prime numbered fish and avoid the non-prime numbered fish) and GOAL (score as many points as possible).
Games typically involve an ABSTRACTION OF REALITY. PFT strays from reality in numerous way (shark with sense of humor, unlimited appetite, numbered fish, etc.). A game also needs LEVELS so as to continually provide an appropriate degree of challenge. In the second level of PFT, the fish move much faster. A game also needs to provide players with FEEDBACK. In PFT, Delmar thinks “yummy” when he eats the right (“prime”) fish and “yuck” when he eats the wrong ones. AESTHETICS also play an important role. For example, the scrolling ocean floor in PFT is vital to conveying the sense of the shark moving through the water. A bright color scheme is also utilized to make the game more inviting. Finally, a game needs REWARDS. The reward system in PFT is rather simplistic, if you end with a positive score, you get praise from the shark.
With a little more time and/or programming skill, the game could have been improved with additional game elements. The inclusion of a set TIME limit would reward players who accelerate through the water (and successfully eat the right fish). While the players are COMPETING against the game, the inclusion of a leaderboard might create further friendly competition. I think providing enhanced feedback, likely at the end of a round, (e.g., “Why is 57 not prime?”) would also enhance the experience, as would additional levels/difficulty (e.g., three digit numbers). As math is often a lonely experience, introducing COOPERATION would also be valuable (perhaps two fish playing at the same time?). Music would also enhance the aesthetics (I added music to the screencast video of my game) and overall gaming experience.
While PFT is not exactly ready for prime time, it does exemplify the type of games that sites like Study Island should be developing so as to foster intrinsic motivation and encourage a greater degree of practice. Per Lepper’s design principles (as cited by Kapp, 2012, Ch. 3), my game provides players with control (shark speed, “chomp” command to start game), challenge, context and appeals to their curiosity. And most importantly, the game is intrinsically related to the subject being taught.
References:
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education.
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