Notes

This is a VERY preliminary start. We can add pages if you would like to keep various sections separate. Or we can all just work off of this document. Changes are tracked and easily accessible so edit away! ---

//Learn/Play: When creating a game for education do you have to strike a balance?//

I start with what I am trying to teach. I begin with defining the educational goals. This will keep me focused on the real purpose of the game during the design phase. The story line, the characters, the levels, the tasks and achievements are all based on this.

I define the target player. What age group? What abilities will they be starting out with? How quickly should they pick up knew abilities and what will make them ready for the next level of play. This information will dictate where the focus of each level should be and how much activity can be included before moving to the next level of play.

I tightly integrate the story line with what the game is trying to teach. The integration offers the opportunity to apply what a player learns to something meaningful throughout the game play.

I create a list be well-defined goals and rewards. At the very least there must be an over-all goal, but according to Dondlinger et al to enhance interest and keep a player’s attention we also need to throw in goals and rewards throughout the game play. (Dondlinger, pg. 24) Small, frequent goals like crossing the burning pit will keep a player’s attention during the immediate game play. Goals that can be attained with a little more time and effort like finding the door to the next level will keep the player engaged for a while longer. But the final goal, whether it be a score or a completed story-line will keep the player coming back for more.

High-quality graphics are important if you want to attract players. They lend credibility to the game. Low-quality graphics implies that there will be limited low-quality play ahead.