How insights into entertainment games can improve the design of educational games on complex societal problems.

Autor/inn/en	Czauderna, André; Guardiola, Emmanuel; Lux, Joelle-Denise; Budke, Alexandra
Titel	How insights into entertainment games can improve the design of educational games on complex societal problems.
Quelle	Aus: Fotaris, Panagiotis (Hrsg.): ECGBL 2021 - Proceedings of the 15th European conference on game based learning. Reading, UK: Academic conferences and publishing international (2021) S. 170-177 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	European conference on games based learning
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-9145-8712-2; 978-1-9145-8713-9
Schlagwörter	Spielerisches Lernen; Qualitatives Interview; Digitale Medien; Moderation; Videospiel; Geografieunterricht; Motivation; Simulation; Spiel; Videospiel; Lernspiel; Simulationsspiel; Digitalisierung; Qualitatives Interview; Moderation; Spielforschung; Spielverhalten; Simulationsspiel; Spiel; Spielforschung; Spielverhalten; Strategiespiel; Lernprozess; Motivation; Spielorientierter Unterricht; Lernspiel; Lernspielkonstruktion; Geografieunterricht; Digitalisierung; Simulation
Abstract	Many educational games have been criticized for their lack of enticement to players, which is attributed, among other factors, to a low degree of complexity and a limited amount of choices, when compared to entertainment games (Sanford et al., 2015). From the perspective of learning theory, this is insofar problematic as successful processes of learning require player motivation, great agency, and a well-balanced level of complexity, which correspondents and adapts to players' knowledge and skills (Gee, 2007). We thus assume that educational game design can learn from entertainment games, i.e., must look at them in order to improve educational games when it comes to their allure, their simulation/moderation of complexity, and their enabling of meaningful choices. With this in mind, we conducted a series of studies on commercially successful and critically acclaimed simulation and strategy games such as Cities: Skylines, Civilization VI: Gathering Storm, and Tropico 6 referring to the topics of climate change, urban planning, migration, and/or resource management - from the perspective of geography education. Our research focused on different aspects such as the games' realism, complexity, geographical topics, facilitation of decision-making, and principles of political education, utilizing 18 game analyses and 8 qualitative interviews with game designers of these games. Based on the results of these studies, the present paper derives seven recommendations for the design of games on complex societal problems that can be used for educational purposes in geography education. Overall, the paper contributes to the greater effort to bridge the gap between entertainment game design and educational game design, thereby facilitating the creation of games that are both motivational and educational. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2