2014/01/27 by Ian D. Beatty, Beatty, Ian D.
Computer Science · Physics and Astronomy · #Computers and Society (cs.CY) #FOS: Computer and information sciences #FOS: Physical sciences #Physics Education (physics.ed-ph) #cs.CY #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.1401.6716
Proposed for a conference paper presentation at the International Conference of the Learning Sciences 2014 (Boulder, CO)
arxiv created 2014/01/27 · arxiv updated 2014/01/28
In order to facilitate analyzing video games as learning systems and instructional designs as games, we present a theoretical framework that integrates ideas from a broad range of literature. The framework describes games in terms of four layers, all sharing similar structural elements and dynamics: a micro-level game focused on immediate problem-solving and skill development, a macro-level game focused on the experience of the game world and story and identity development, and two meta-level games focused on building or modifying the game and on social interactions around it. Each layer casts gameplay as a co-construction of the game and the player, and contains three dynamical feedback loops: an exploratory learning loop, an intrinsic motivation loop, and an identity loop.