investiGaming is a publication of the Serious Game Design group in the Department of Telecommunication, Information Studies, and Media at Michigan State University, 2007-2009
This gateway is partially supported by grant 0631771 from the National Science Foundation.
The opinions expressed are those of the authors and do not represent Michigan State University or the National Science Foundation.
Author: Heeter, C., B. Winn, and D. Greene
Date: 2005
Source: Conference Proceedings of the DUX (Designing the User eXperience) conference, San Francisco, November.
Full Text Link:
Available from the ComTech Michigan State Labs (http://commtechlab.msu.edu/publications/files/dux2005.pdf)
Synopsis:
Case study illustrates a multidisciplinary team’s process of designing a learning game, “Life Preservers,” intended to have strong fun , science, and pedagogy AND to appeal to girls.
Keywords:
case study, conference, educational games, game design, learning, non gamers
Abstract:
Nongamers expert in interaction design, learning, girls and games, and art teamed up with avid gamers versed in game design to create a fun science learning game that teaches evolution, adaptation and the history of life on earth to 8th and 9th graders.
Funded by the National Science Foundation, we strove to design a game with high fun value, great science, and great pedagogy that also was good for girls. Ideally the game would integrate learning and fun in new ways.
Game design progressed through 50 versions across four quite different game concepts (Earth Zoo Ship, The Critter Card Game, The Tree of Life Game, and Life Preservers), informed by frequent playtesting as well as design team member input. Pedagogy, science, and fun often conflicted. Girls were harder to engage and motivate than boys. Version 50 playtested well and will be used in experimental research on play style, gender and learning.