Game Based Lifelong Learning - E-Infrastructures and Technologies for Lifelong Learning - page 348

directly mapped to instances or concepts of those
pedagogical taxonomies.
Example: With respect to dealing with prior
knowledge in an educational scenario the peda-
gogical concepts associated with this entity are
tutorial, demonstration, presentation (Gagné,
1965), stimulating recall of prior learning (Rob-
inson, 1998) self-awareness of knowledge con-
struction, ownership of learning (Heinich et al.
1999) observation (Kolb, 1984) and relevance
(Keller, 1983). These concepts can be mapped
with the game design pattern reconnaissance
(known areas in the game and detection of
changes).
The pedagogical taxonomies mentioned
comprise a very large spectrum of all kinds of
learning activities fit for various domains and
contexts. Limiting the focus on social interaction
patterns may be rather ideal for domains where
communication and collaboration are of critical
importance.
In a nutshell the approach is meant to help an
educational game designer find game patterns
to build a game either from scratch or out of a
non-game based learning scenario. In lifelong
learning, especially well designed games that
follow a logical and structured lead, help to avoid
irregularities that can quickly become frustrating.
Finding and choosing game patterns on their
own is not always required, sometimes a course
designer may instantly see options for introduc-
ing a game pattern to an existing activity, but
browsing through the wealth of existing game
patterns is likely to spark some creativity and help
with future applications of the technique. Indeed
the application of game patterns in innovative
ways, and their utilization in contexts beyond
their examples, and the documentation of such
applications should be considered valuable input
to the ongoing research of game patterns and their
application in a learning context.
Furthermore, a pattern-based approach helps
to streamline the design process of a learning
game from a software engineering point of

view: conceptual patterns can be transformed
into actual software modules more easily, while
heeding important requirements like reusability
and interoperability (Mor et al., 2006), (Winters
& Mor, 2009).

6. FUTURE RESEARCH DIRECTIONS

The current number of projects with relation to
game based learning indicates that the approach
is taken seriously not only from the scientific
community but also the decision makers. At the
EU level various projects have been initiated,
such as the ELEKTRA and the 80 Days projects
(Elektra Project, 2009; 80 Days, 2009) as well
as a number of sub-initiatives in various other
EU projects on Technology Enhanced Learning.
There is potential for making many discoveries,
not only due to the many variables to be accounted
for research-wise, but also due to the fast-paced
innovation development of the gaming sector as
such. New technologies continuously emerge,
and the state-of-the-art proves there is an exciting
field to master and participate in. While our ap-
proach of systematic pattern-based learning game
design might seem somewhat schoolmasterly, it is
noteworthy that the discovery and addition of new
patterns or pattern structures is greatly welcomed,
and will be of highest relevance to the research
field, enabling a sound and up-to-date matching
with current educational practices. It is also our
own aim to continuously contribute new map-
pings between education and game design and
experiment with those, which will be our focus
in upcoming publications following this chapter.
New dimensions of gaming are introduced
every year with advances in the video gaming
industry. Recent interesting additions which
greatly enhanced options for educational content
development would be the significant advances
in human interface technologies that are heralded
by the arrival and popularity of the Nintendo Wii.
With the advent of Microsoft's “Project Natal”