In ISLT 7384: Designing Games for Learning, we spent 16 weeks exploring the learning and game design principles necessary for designing a successful game for learning. We played and analyzed games; designed games for learning prototypes; and learned about the iterative design process. After taking the class, I’ve grown as a designer—and I appreciate the skills I built along the way.
What I Learned
Over the semester, I learned about the whys and hows of designing games for learning. I found the works of Kapp (2012) and Gee (2013) insightful as I considered my design choices. In particular, the concepts described in Kapp’s book felt accessible and he used clear examples to model the ideas he discussed. I fully intend to read the book in it’s entirety to glean insight about game and learning design.
Additionally, I used technologies such as Twine and Construct 3 to build game prototypes. I would love to know more about both tools (and I hope to find side projects to continue building my skills). Twine will work particularly well in my work as an instructional designer, and I enjoy the challenge of using Construct 3.
Badges and Assets
I earned all badges and attributes for the WSSG (Why So Serious Games) Academy. Initially, I wondered if I would find the time for the optional attributes (and I wasn’t entirely convinced a badge would be “worth” it). I decided to give it a try while prioritizing the graded assignments. Luckily, the course design provided plenty of time for this practice—it’s these activities which became meaningful in my learning. I benefited from the metacognition required to write the blog posts. It improved my understanding and memory as I built context around the practices and principles of learning and game design. I’ll be able to return to my thoughts and build them into my personal knowledge management.
Additionally, I designed three game for learning prototypes:
Serious games allow players to interact and practice with skills in context—something we can lean into as designers. The three games I created shared a common theme: identity. I chose subjects relevant to higher education and instructional design (accessibility, content curation, open educational resources and CC licenses), and several will be featured in my portfolio.
Looking Forward
As a designer and writer, I’m familiar with iterative design—and I embrace any chance to improve upon it. ISLT 7384 provided opportunities to strengthen my design process. Exploring (and taking the time to absorb the experience of) the game design and instructional scaffolding built into the course helped me consider how I can bring these ideas into my own design practice.
Conclusion
When my husband finally got ahold of the Playstation 5 during the gaming console shortage caused by the Covid-19 pandemic, he handed me the controller so I could check it out. Although I hadn’t gamed in many (many) years, the tutorials, haptic feedback, and internal speaker created an immersive experience. I immediately connected it to instructional design as well as teaching and learning—and decided to learn more about how game and learning design work together. Thus, I enrolled in Designing Games for Learning.
And I’m so glad I took this class. It has been a favorite in my Learning Technologies and Design graduate program. Now that I’ve taken the class, I will certainly pick up gaming again—as soon as I graduate next May!
References
Gee, J. (2013, November 13). Jim Gee: Principles on gaming [Video]. YouTube.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
