Good game design is good learning design
What makes a good learning game?
We believe that the answer to that question is: a good learning game is a good game. In our learning games, we use the best, most popular gaming mechanics, and we fold learning content into that.
We've created role-playing games that use branching conversations and non-player characters to immerse the learner into a world where they learn at the same time as playing. We introduce gameplay features such as unlocking levels for purposes of progression not just in the game, but also in the learning.
For example, we developed a game called Life Quest for BBC jam, through which 7-11 year olds use role-playing game mechanics to explore religious faith. The gaming elements were clear; players explored a vast world with many different environments, they created their own player character, they had conversations with non-player characters, they had to complete challenges to progress, they unlocked extra features. But the content was no less rigorous for being placed in a gaming environment. The sensitive nature of the content meant that we had to work with many subject matter experts to ensure we got it right. However, the gameplay ensured that the content was fun as well as accurate.
We believe that the answer to that question is: a good learning game is a good game. In our learning games, we use the best, most popular gaming mechanics, and we fold learning content into that.
We've created role-playing games that use branching conversations and non-player characters to immerse the learner into a world where they learn at the same time as playing. We introduce gameplay features such as unlocking levels for purposes of progression not just in the game, but also in the learning.
For example, we developed a game called Life Quest for BBC jam, through which 7-11 year olds use role-playing game mechanics to explore religious faith. The gaming elements were clear; players explored a vast world with many different environments, they created their own player character, they had conversations with non-player characters, they had to complete challenges to progress, they unlocked extra features. But the content was no less rigorous for being placed in a gaming environment. The sensitive nature of the content meant that we had to work with many subject matter experts to ensure we got it right. However, the gameplay ensured that the content was fun as well as accurate.
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Another example is eQuest, which we developed for Oxford University Press. eQuest is a role-playing game which supports speaking and listening skills at Key Stage 2. When children play together they naturally speak and listen; this was demonstrated by eQuest and is what makes it so successful. The game pushed the boundaries of educational publishing, dominated by 'worksheets' and multiple choice quiz software.
All this game-based learning development isn't just for fun (although it is fun). We take an unashamedly academic approach to game-based learning. Our Director, David Squire, has worked as an honorary research fellow at the University of Bristol, looking at theories of game design and game-based learning to inform practice. We are also active in academic gaming communities and groups, such as Games Learning Society and Manchester Metropolitan University's CREATE research group. David regularly speaks at conferences on this subject.
We conduct rigorous research and prototyping to support our ideas, as well as consultancy for a range of clients, such as Healthy Island, a prototype development of a lifestyle learning game played collaboratively by a primary school class using an interactive whiteboard; DoomEd, a prototype game which incorporates Science and History content with first person shooter gaming mechanics. In addition we are pushing the boundaries of game-based learning, building on our academic thinking, connections and game skills, and we are consulting and developing proof of concepts for the BBC.
All this game-based learning development isn't just for fun (although it is fun). We take an unashamedly academic approach to game-based learning. Our Director, David Squire, has worked as an honorary research fellow at the University of Bristol, looking at theories of game design and game-based learning to inform practice. We are also active in academic gaming communities and groups, such as Games Learning Society and Manchester Metropolitan University's CREATE research group. David regularly speaks at conferences on this subject.
We conduct rigorous research and prototyping to support our ideas, as well as consultancy for a range of clients, such as Healthy Island, a prototype development of a lifestyle learning game played collaboratively by a primary school class using an interactive whiteboard; DoomEd, a prototype game which incorporates Science and History content with first person shooter gaming mechanics. In addition we are pushing the boundaries of game-based learning, building on our academic thinking, connections and game skills, and we are consulting and developing proof of concepts for the BBC.
