Mapping learning and game mechanics for serious games analysis

Abstract

Although there is a consensus on the instructional potential of Serious Games (SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance (http://www.galanoe.eu) European Network of Excellence on Serious Games, which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/ practices into mechanical element of gameplay, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories.Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the framework's support in determining how gameplay and pedagogy intertwine in an SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework.

Game Mechanics Supporting Pervasive Learning and Experience in Games, Serious Games, and Interactive & Social Media

“…Purposeful learning is an aspect specific to SGs. The methodological approach towards identifying SGMs is a simple approach which focuses on the nature of Game Mechanics associated with the specific aspect of purposeful learning [5]. All of these elements can be described in terms of Purpose, Process and Structure, in the sense that SGMs elements are designed with pedagogy in mind, while serving gaming and learning experiences [6,7].…”

“…Presentation of emerging blends of technologies that impact learning experiences: Serious Games Mechanics, Pervasive Learning & Social Media SGMs are seen as the relationship between pedagogical patterns and game design patterns [5]. The process of investigating the links between the two lies between the instructional design requirements and the actual game/game-play design.…”

Narrative Serious Game Mechanics (NSGM) – Insights into the Narrative-Pedagogical Mechanism

“…Thus, where guidance is contextualized by means of game elements, within the narrative space and made available via virtual interpersonal interaction (with a NPC), it could be associated with experiential learning and to some extent with Social Constructivism [23,25]. On-demand guidance can also be regarded as learner scaffolding, which is the third of the six phases of cognitive apprenticeship, following coaching.…”

“…1, which illustrates a mapping of the GoVenture AnyBusiness (GVAB) SG [21]. The Learning Mechanic and Game Mechanic (LM-GM) levels are drawn from earlier work produced by some members of the present authoring team [22][23][24][25]. This mapping shows where NSGMs do reside in GVAB, and how they bridge ludic mechanisms and learning contents.…”

Usability Testing Analysis on The Bana Game as Education Game Design References on Junior High School

“…(Girard, Ecalle, and Magnan, 2013) also stated that the use of Serious Game in the learning process is very helpful. The use of Serious Game and Education Game associated with the design of Entertainment Games, making it more attractive (Arnab et al, 2015).…”