Cognitive Design Factors

Egenfeldt-Nielsen. Thoughts on learning in games and designing educational computer games.

1- Using educational games for formal learning at school

2- Using entertainment games to motivate learning at school

3- Using educational games for informal learning during leisure time

Games constructed for learning : edutainment: not as fun as commercial games

So designers , researchers and teachers should come together to bring learning aspects to commercial games, the games that kids love to play!

Game should be cool! Learning in a game should not make us forget the game part, which is fun.

-Fun vs Learning? How to balance these two?

Learning by Bateson (Bateson, 1972: 283)

process going from a little change to larger change influencing the behavior of the individual.

Zero Learning -> Learning I -> Learning II -> Learning III

Zero Learning: the simple receipt of information, In a game, a mouse move activates something.

Learning I: trial- error. In a game, finding out using a unit against another unit is a bad idea, try another available unit.

Learning II: kind of meta-learning. In a game, changing your playing style from player-killing to role-playing.

Learning III: meta-meta-learning. Rare.

Learning real life vs. Learning conceptually

Learning real life elements are facts, behaviors, communication, skills ,theories, and language.

Learning conceptually concepts are reasoning, process, procedures, creativity, system understanding, If talking about learning in games, talking about learning conceptually. Because, in this one, you reflect in a situation through analysis, and reasoning.

Counter Strike: move and shoot. Learning process of the game is not different than daily activities, but a curriculum is missing.

Europa Universalis: covers European History primarily. Philosophy of the game is to make differences in history.

Layered vs. Branched Approach

Layered presents options to player to choose a new area of the game. You have everything , all the time. Strategic and simulation games.

Branched gives different routes to be chosen at specific times. Expands slowly. Role-playing games.

Three basis factors: Play, knowledge and story:

Learning occurs when knowledge becomes story and story becomes knowledge.

-Games should be constructed to facilitate learning not to force learning