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Practical, appropriate, empirically-validated guidelines for designing educational games

By Conor Linehan, Ben Kirman, Shaun Lawson and Gail G. Chan

Abstract

There has recently been a great deal of interest in the\ud potential of computer games to function as innovative\ud educational tools. However, there is very little evidence of\ud games fulfilling that potential. Indeed, the process of\ud merging the disparate goals of education and games design\ud appears problematic, and there are currently no practical\ud guidelines for how to do so in a coherent manner. In this\ud paper, we describe the successful, empirically validated\ud teaching methods developed by behavioural psychologists\ud and point out how they are uniquely suited to take\ud advantage of the benefits that games offer to education. We\ud conclude by proposing some practical steps for designing\ud educational games, based on the techniques of Applied\ud Behaviour Analysis. It is intended that this paper can both\ud focus educational games designers on the features of games\ud that are genuinely useful for education, and also introduce a\ud successful form of teaching that this audience may not yet\ud be familiar with

Topics: G440 Human-computer Interaction, X990 Education not elsewhere classified, C810 Applied Psychology
Publisher: ACM
Year: 2011
DOI identifier: 10.1145/1978942.1979229
OAI identifier: oai:eprints.lincoln.ac.uk:4475

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