Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience, and the reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed

Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education and research. They foster creative thinking and innovation (Preston et al., 2012), and strengthen project management and communication skills (Smith & Bowers, 2016); all of which are essential skills for working in industry (Pirker et al., 2016)

Perceptions of play : using Play-Doh to enhance the student experience in bioscience higher education

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design

EDUCATION GAME AS AN EFFORT DELIGHTFUL LEARNING IN THE ELEMENTARY SCHOOL

This study aims to develop a thematic learning media in the era of industrial revolution 4.0 by using educational games for elementary students that are valid, practical and effective. Thematic learning media using educational games is closely related to innovation and the use of technology following the demands of the industrial revolution 4.0 era to increase student’s attractiveness in learning. Thematic media learning was the result of development by using adobe flash CS6 program. The contained of media was thematic learning that integrates of several subjects. The development model used was 4-D (define, design, develop, disseminate). The research data was obtained from the validity test (media validation sheet), practicality (student and teacher response questionnaire), and effectiveness (student learning activities and results). Data were analyzed descriptively. The results showed that the thematic learning media was valid (media content according to curriculum, attractive design and layout, ease of operation, easy to understand students' language, and clear presentation according to student characteristics), practical (clear contents and objectives, easy to read, attractive appearance, and student interest increases), and effective (can increase student activity and learning outcomes). Learning media using educational games can create a fun learning proces