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Unfolding for Creation of Educational Games SBC { Proceedings of SBGames 2020 | ISSN: 2179-2259 Education Track { Short Papers Unfolding for creation of educational games Diego Castro Claudia´ Maria Lima Werner PESC/COPPE PESC/COPPE Federal University of Rio de Janeiro Federal University of Rio de Janeiro Rio de Janeiro, Brazil Rio de Janeiro, Brazil [email protected] [email protected] Abstract—Many students with little class time have already fear of addicting students, and the complexity of creating a lost their attention to what is being taught. This may be a game being the main problems [5, 6]. reflection of the current teaching strategy that does not capture Games as a teaching method has already been demonstrated the student’s attention, leading to a lack of motivation and engagement during classes. Due to this, many scholars seek to as a good idea. However, as previously mentioned, one of the innovate the current teaching method finding greater motivation difficulties is their creation. When starting the development, and student’s engagement. Among the leading innovations used, many difficulties arise, such as ensuring its quality, what type there are sounds, practical classes, and even games. Video games of game to use, how to design it, among other problems faced have been in our lives for over 50 years, making it one of the most [7]. Based on these difficulties in creating educational games, important forms of entertainment. They have several advantages that can collaborate to improve the current teaching method. this work intends to demonstrate some concepts that should However, despite these advantages, games are often omitted from be considered before constructing a game with an educational the classroom; among the main reasons are the fear of addicting purpose. The remainder of this article is presented as follows: the student and the difficulty of creating educational games. Section II introduces the concept of using games as educa- Based on this, this work aims to present some concepts that tional method, Section III describes the main concepts that can help in the creation of games for educational purposes. must be taken into account before developing an educational Index Terms—Games, Educational games, Teaching, Learning, Education game, and Section IV concludes the paper with some final remarks. I. INTRODUCTION II. GAME-BASED LEARNING Going to school to study every day can become a tedious Games can be defined as systems that simulate fun and situation. Many scholars argue that educators are increasingly recreational activities in which users participate in an artificial looking for innovative learning strategies that combine plea- conflict, limited by freely accepted rules, which end in a sure with education [1]. Trying to make learning enjoyable quantifiable result, within a virtual world [8, 9]. They have can be a great help for students who need to study a subject. a series of characteristics that make them so well accepted Games are one of the main forms of fun, they are increasingly and used in society, among which: they are interactive, have popular among people; it is possible to find them being used an uncertain ending, quantifiable, regulated by rules, provide in many different areas, such as entertainment, medicine, rewards, and are one of the primary sources of entertainment and education. They are interactive, lively, and stimulating, today [8]. which makes them an excellent opportunity to make students Games have functions beyond entertainment as mentioned remember what was taught. Based on this, the use of games in before. They can serve various purposes such as training, to education seeks to make teaching more interactive, enjoyable, assist in physiotherapy, or even the transmission of educational and practical [2]. content that is the focus of this work. This branch of games has Playing can be a penetrating and powerful method of a different name, which is called serious games. These have a learning; in fact, many psychologists agree that playing is a goal that aims to achieve some effect in the real world, offering method by which ideas and new skills are created [3]. On the an opportunity to try new approaches to solving problems in other hand, Squire states that studies show that, while playing a safe, inexpensive, and without consequences manner. The a particular game, people are involved in more complex branch of serious games with educational purposes is called and challenging learning activities than most school tasks Game-Based Learning (GBL) and are games to convey an [4]. Also, there are several advantages in using games as a educational message to assist in learning [9, 10]. teaching method, such as immediate feedback, real scenarios, The learning provided by educational games is based on learning from mistakes, increased motivation, and student’s three steps that form the learning cycle [11, 12]. The first step engagement. is the input, composed of the body of knowledge of the subject Despite all the advantages of using games as a teaching to be taught and the mechanisms/characteristics (rules, chal- method, some problems prevent this strategy from being lenges, difficulties, progressivity, feedback) used in the game, applied, such as the difficulty of teaching through games, the such as rules levels, feedback, etc. Next is the game cycle XIX SBGames { Recife { PE { Brazil, November 7th { 10th, 2020 822 SBC { Proceedings of SBGames 2020 | ISSN: 2179-2259 Education Track { Short Papers that is the principles into practice (i.e., increase motivation, to remember something. However, it is more recommended to fun, autonomy, and authenticity, and experimentation for the present content without the need for having prior knowledge student). Finally, the output is generated, making the student [13]. learn and remember what was taught in the classroom. Figure 1 demonstrates the GBL model that presents each of these C. Game Design steps. There are several ways to organize ideas for building a game, such as using UML, flow models, gameplay, and features. Two well-known models in the gaming area are MDA [14] and OCR [15]. MDA is an approach to understanding games that tries to describe their characteristics through three components[14]: Mechanics, which are the essential components of a game, such as actions and rules; Dynamics that describe the behavior of mechanics, acting on data inputs and outputs and; Aesthet- ics that define the desired emotional responses invoked in the player when he/she interacts with the game. Fig. 1. GBL model based on the models of Pivet et al. [11] and Perrotta et OCR model is known as the basic structure of a game. This al. [12]. model is divided into three parts [15]: Objectives, which are the purposes to be achieved; Challenges that are the steps to III. CONCEPTS FOR CREATING EDUCATIONAL GAMES be faced to reach the goals, and; Rewards that are the prizes This section aims to present some concepts, aspects, theo- that are won. ries, and concerns that must be considered before creating an The above models can be used together to help developers educational game. better organize ideas before starting game development. Based on this, Figure 2 was created with an execution order in mind A. Should I use games to teach my discipline? for the creation process. All activities are sub-processes since Scholars often wonder if games make teaching easier. this process is only an abstraction of the order of execution There is strong evidence that games are capable of being of the two methods. However, each activity has much greater useful in education, often reaching more effectiveness than complexity. the current teaching method. However, games are like any other educational solution. They need to be created carefully, that is, poorly designed games, like poorly designed classes, produce poor learning results [13]. In general, games can help in any discipline. However, they need to be planned very carefully, knowing how to choose the type, mechanics, challenges, rewards, and the various other elements that the game has to provide. B. Purpose of the game In educational games, it is crucial to keep in mind that the rules and actions that will be imposed to the user must be carefully thought out so that they do not affect the learning experience [13]. Fig. 2. OCR [15] and MDA [14] models used together. Depending on the purpose of the game to be created, some mechanics (actions and rules) are better suited to the The combination of the elements that define the models context. If the goal is to recall information learned in the above can give rise to two other terms that are called Gameplay classroom, quiz and matching games are recommended. If and Flow experience. The flow describes a state of complete the purpose is to force the student to think and analyze a absorption or involvement in the activity and refers to the situation, games like puzzle, RPG, and strategy are more ideal experience. It can be understood as the junction of all suitable. If the goal is to understand the content without prior the previous elements and the triggering of this combination, knowledge, it is advisable to use games that contain a story giving rise to the player’s experience. Gameplay is the core for the player, such as storytelling. For games with a slightly of the game. It is directly linked to the mechanics, dynamics, more practical approach, it is advisable to use simulators and challenges of the games, representing the actions that the or construction games to encourage student’s creativity. It is player can take to overcome the challenges of the game [16]. worth remembering that these types of games are not exclusive Two other very important concepts when creating a game to one purpose. They can have more than one, that is, a are stories and narratives.
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