1. Two Worlds Collide – Combining Design Principles from Learning and Games Tamara Eyster Lea Rosenberry

2. Abstract In an effort to increase student motivation and find more engaging ways for students to learn, the use of digital game- based learning is on the rise. When designing a serious game, efficacious designs for both learning and games must be followed. We will examine recommended practices for andragogy and educational games, and show that these two seemingly disparate practices are very similar. To highlight the similarity between learning and game design, we will examine the design of an educational digital game for learning the metric system.

3. Knowles’ Six Adult Learning Principles Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected (Knowles, Holton, & Swanson, 2005, p. 3)

4. Implications for Game Design  Adults are internally motivated and self-directed  Find ways to incorporate choice into game design  Allow learner/player to direct the game where possible

5. Implications for Game Design  Adults are goal oriented  Make sure that game goals are clearly communicated  Goals should be attainable and lead from one goal to the next

6. Implications for Game Design  Adults are relevancy oriented  Don’t use games unless they are relevant despite other positive effects of games and game playing

7. Implications for Game Design  Adults are practical  Use game-based learning when it is appropriate for the learning outcome being presented  Design the game TO the outcome and not vice versa

8. Implications for Game Design  Adults are to be respected  Make sure games are age and knowledge-level appropriate  Backgrounds and scenarios should match the maturity level of the learner/player

9. Effective Game Design for Learning  Believable characters, narrative, and/or storyline  Clear goals, subgoals, completion  Clear and reasonable rules  Engagement, provide opportunities for reflection  Interactive challenges, competition, equitable experience for all users (learning & learner differences)  Rewards, support active learning, appropriate for the learning context (Habgood & Overmars, 2006; Whitton, 2009)

10. Game Design related to Adults  Believable characters, narrative, and/or storyline Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

11. Game Design related to Adults  Clear goals, sub-goals, completion Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

12. Game Design Related to Adults  Clear and reasonable rules  “ The primary purpose of rules is to prevent strategies that subvert challenge.” (Crawford, 2003, p. 40) Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

13. Game Design Related to Adults  Engagement, provide opportunities for reflection Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

14. Game Design Related to Adults  Interactive challenges, competition, equitable experience for all users (learning & learner differences) Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

15. Game Design related to Adults  Rewards, support active learning, appropriate for the learning context Adults are:  internally motivated and self-directed  bring life experiences and knowledge to learning experiences  goal oriented  relevancy oriented  practical  to be respected

16. Game And Lesson Planning  One- to Two-sentence Description  Learning Outcome(s)  Game screen wireframe and flow  Lesson Plan Outline  List of game mechanics  Assessments  List of assets  Delivery method(s)  Technical requirements  Tools (Griffith, 2010, p. 33)

17. Game Design for Metric Match-3 (very basic)+  The main objective for the game is to convert between metric units.  Game Type: Match-3  Metric Units: gram, liter, meter  Metric Prefixes: giga, mega, kilo, hecto, deca, deci, centi, milli, micro, nano

18. Game Design for Metric Match-3 (very basic)  Cut Scenes/Loading Screens will have basic information including the relationships between the units, prefixes, and ways to convert.  Player will have control over when each level starts  Level 0: Tutorial not actual changes  Level 1: “1 degree” of change  Later levels will have more change, and eventually between the units OR random

19. References  Crawford, C. (2003). Chris Crawford on game design. Indianapolis, Ind.: New Riders.  Griffith, C. (2009). Real-World Flash Game Development: How to Follow Best Practices AND Keep Your Sanity. Amsterdam: Focal Press.  Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice. New York: Jacob Habgood and Mark Overmars.  Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: the definitive classic in adult education and human resource development (7th ed.). Amsterdam: Elsevier.  Whitton, N. (2009). Learning with Digital Games: A Practical Guide to Engage Students in Higher Education (The Open and Flexible Learning Series). New York: Routledge.

20. Contact Information Tamara Eyster TEeyster@Kaplan.edu http://math.RamsHillFarm.com/ Lea Rosenberry lrosenberry@kaplan.edu