Game Characteristics

When implementing motivational theory, several authors identified that interest and attention can be captured in a learning environment by using examples, stories, fantasy, paradox, incongruity, ambiguity, surprise, mystery, uncertainty, novelty, complexity, curiosity, humor, inquiry arousal, and variability. Not coincidentally, simulations and games use many of these same characteristics.

It is not actually simulations and educational games that increase learning and motivation; rather, it is the characteristics inherent to simulations and educational games that cause the effect.

I've summarized some different author's analysis of game characteristics:

• Belanich et al. (2004) Challenge, Realism, Control, Exploration


• Crawford (1984) Interaction, Safety, Conflict, Representation
  
• Dickey (2005) Interaction, Challenge, Story, Role Play


• Garris et al. (2002) Fantasy, Rules/Goals, Sensory Stimuli, Challenge, Mystery, Control


• Kapp (2007) Goals, Player Control, Feedback, Challenge


• Malone (1981a, 1981b) Fantasy, Challenge, Curiosity


• Prensky (2001) Rules, Goals, Conflict, Feedback, Story, Interaction

Characteristics common to the body of literature in both motivational design and educational games and simulation include: fun, learner control, relevance/importance, challenge, curiosity, and encouragement/feedback.

I would be naive to think that I have a complete list, so I'm interested to hear of other game characteristics readers have found to be motivating.

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* Belanich, J., Sibley, D. E., & Orvis, K. L. (2004, April). Instructional characteristics and motivational features of a PC-based game. U.S. Army Research Institute for the Behavioral and Social Sciences. (Research Report 1822).

* Crawford, C. (1984). The art of computer game design. Berkeley, CA: McGraw Hill & Osborne Media.

* Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology, Research and Development, 53(2), 67-83.

* Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.

* Kapp, K. M. (2007). Gadgets, Games, and Gizmos for Learning. San Francisco, CA: Pfeiffer.

* Malone, T. (1981a). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.

* Malone, T. (1981b). What makes computer games fun? BYTE, 6(12), 258-277.

* Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.