Event Detail

Event Type: 
Monday, June 10, 2019 - 14:00 to 15:00
Valley Library Willamette West Room

All games teach something, and some games are fun. It seems obvious then, that it should be possible to design fun games that help students attain specific learning goals. Efforts in making fun learning games have been effective for the learning but have had mixed results when it comes to the “fun.” Designers of learning games need coherent and operational design principles to improve the “fun” in game-based learning (GBL). Some say that it can’t be done without millions of dollars and large design teams. I set out to prove them wrong on both accounts. The present study draws on several domains, from game design to cognitive psychology, from education research to gamification and GBL, to produce a practical set of design principles from the ground up. I used these principles to craft two calculus games, and then refined them by leveraging the design experiment research methodology. This endeavor lays a foundation for multiple GBL research agendas and has interesting implications for the future of GBL. I hope that the present study suggests that I have “moved the needle,” in terms of making a fun learning game.