Educational Game Design: A Game Designer’s Reflective Journal PROCEEDINGS
David Baxter, Alan Amory, Virtual Learning Spaces Project, University of KwaZulu-Natal, South Africa
World Conference on Educational Multimedia, Hypermedia and Telecommunications, ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reflects on the role of the designer in the development of an educational game. The design was guided by a number of conceptual models, namely the Game Object Model (GOM) and Game Achievement Model (GAM). However, the designer brings a set of personal beliefs and characteristics to the development process. Activity Theory was used to analyzing the activity of the designer. Given the transformative potential of games the role of ideology and awareness of its potential influence on design decisions was important. Care must be taken in terms of what values are encountered by the player or reinforced as paths to success, although conscious use of stereotypes can be used to challenge players. Other rules emerged for the implementation of other aspects of the game design such as the use of the GAM and implementation of story models.
Baxter, D. & Amory, A. (2006). Educational Game Design: A Game Designer’s Reflective Journal. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 2264-2269). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 AACE