1. 1 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept Katrin Becker University of Calgary September 2006 This session reports on the results of a proof of concept for a larger similar study. ~or~

2. 2 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept

3. 3 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of ConceptOverview 1. Why Do This? 8. Next Steps 7. What I Learned 6. Game Play Experience 2. How? 3. What is a “good” game? 4. Why these games? 5. The Games Mario / Math Blaster

4. 4 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 0. Introduction Games teach. People learn from games. Are Games Educational? (I don’t care)

5. 5 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 0b. What are the Questions? What must be learned to get through this game? How does this game facilitate that learning?

6. 6 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 1. Why Do This? Ultimate goal: Design good instructional games (GIG) Teach people how design GIG IF good games teach, then we can learn how by studying the masters.

7. 7 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 2. How To Do This? (methodology) Most good games were not designed to be educational….. at least not on purpose. SO, their designs are not framed in educational terms. BUT, to design instructional games, we need that……

8. 8 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 2. How To Do This? (methodology) One Answer: PRETEND it was designed that way. Can re-capture design through reverse engineering.

9. 9 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 3. What is a “good” game? Popular: good sales (really good) Critical acclaim That makes it good because: - don’t get awards & sustained sales if the game is frustrating; no fun; too easy; too hard; annoying; too predictable…..

10. 10 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 4. Why these Games? All the teachers love Math Blaster –(don’t ask the kids…..) Mario –Same genre & style –Small console (handicapped graphics & power) –Good Game

11. 11 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 5a. The Games: Mario

12. 12 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 5b. The Games: Math Blaster

13. 13 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 6a. Playing Mario

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34. 34 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept Field

35. 35 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 6b. Playing Math Blaster

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57. 57 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7. What I Learned Similar learning requirements. Obstacles are arbitrary. Differences in graphics/sound/animation not central (although play a role). Learning Mode is trial and error. Game vs Learning elements learning elements arbitrary

58. 58 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-1. Supporting Trail and Error Status Displays Action Feedback Choice

59. 59 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-2. Supporting Trail and Error Status Displays

60. 60 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-2. Supporting Trail and Error Status Displays

61. 61 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-3. Supporting Trail and Error Action Feedback

62. 62 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-3. Supporting Trail and Error Action Feedback

63. 63 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-4. Supporting Trail and Error Choice

64. 64 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 7-4. Supporting Trail and Error Choice

65. 65 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept 8. Next Steps (or, so now what?)

66. 66 K.Becker CGSA Symposium ‘06 Classifying Learning Objectives in Commercial Games, Proof of Concept Image / sound Credits: Super Mario Bros. http://www.gamespot.com http://www.gamespy.cim http://www.ign.com http://mario.nintendo.com/ http://marioevolution.free.fr http://www.infendo.com http://forums.nintendo.com/ Sound captures from http://mario.nintendo.com/http://mario.nintendo.com/ by SoundForge 4.5 Math Blaster K. Becker (screen captures by Screen Shot Deluxe 7.0 http://www.broderbund.com/ )http://www.broderbund.com/ Sound captures by SoundForge 4.5 Nintendo DS http://www.nintendo.com/ http://www.gameinformer.com Monitor Screen http://www.hp.com