What game can do for us? A game can be designed with an educational purpose to not only guide the people to learn and to explore the world but also smooth the interpersonal relationships between different social groups. Brandes and Phillips(1977 p.5) indicate that “They can help social inadequacy by developing co-operation with groups; develop sensitivity to the problems of others through games needing trust, and promote inter-dependency as well as an independence of personal identity”.

 

In order to allow outcomes to be attainable, the types of games can be discussed first. Ellington, Addinall and Percival (1982) try to identify the game in three categories:

1.      Pure games: The features are ’competition and rules’.

2.      Pure simulation: The features are ‘represent a real situation and are on-going’.

3.      Pure case studies: The features are ‘in depth study’ and ‘illustration of special or general characteristics’.

They also believe that these can be combined in a mutual way. For example, ‘simulation games used as case studies’, which can be seen in some educational environment or teaching events.

However, it is relatively difficult to identify ‘game’. Same as the question that I keep in mind, will it still be considered as a ‘game’ without having the component of competition? Of course it is. For example, the online role play scenario will provide the players the environment to explore, however, not necessary to complete with others or even themselves.

 

How can it be considered as a well-designed educational game?

Whitton (2010 p.79) indicates six components to engage the players in the game:

1.      Completion - completing the game and collecting the set of game challenges.

2.      Competition - competing against others to solve challenges first or fastest.

3.      Narrative - immersion in the ongoing story.

4.      Puzzle-solving - solving the ongoing riddles and challenges.

5.      Community - the discussion boards and live collaborative events.

6.      Creativity - creative problem-solving or the development of artefacts.

For example, the ‘narrative’ and ‘completion’ can be usually seen in the online role play scenario through the conversation between the player and the computer. It is also quite common in commercial computer games.

 

Reference:

Brandes, D. and Phillips, H. (1977) Gamesters' handbook. 140 games for teachers and group leaders, London : Hutchinson.

 

Ellington, H., Addinall, E. and Percival, F. (1982) A Handbook Of Game Design, London : Kagan Page

 

Whitton, N. (2010) Encouraging Engagement in Game-Based Learning, International Journal of Game-Based Learning, 1(1), pp.75-84.