20 - Games and Simulations Principle 1: Match Game Types to Learning Goals

Brief Definition

Clark and Mayer (2011) report that despite game-based learning’s continued popularity it remains challenging to definitively quantify its effectiveness at increasing learning; however, there are some principles that do influence the effectiveness of game-based learning. Principle 1 suggests that the design of the game should match the content of the lesson. For example, a highly conceptual class probably won’t go over as well in a race-type environment as it would in a simulation.

An Artifact

Poki.com offers several games to practice typing skills. This one, the Treasure Dive Game, allows the user to choose from four speeds: easy, normal, very hard, and ludicrous. Three sharks with different not-so-easy words to type are headed straight for the diver who’s trying to get treasure. As soon as the typer allows the first shark to swim all the way the screen without successfully typing that shark’s word, the expedition is over. While the graphics aren’t fantastic (although I’ve seen worse!), the game does what it’s supposed to do: gives the user typing practice at the speed right for them in an entertaining environment that matches the skill. Poki.com’s games do a good job applying Games and Simulations Principle 1.

References

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.