Information Technology Reference
In-Depth Information
Theoretically, development of computer games which create conditions for 'Flow'
[12] can produce 'intrinsic motivation' [11], inspiring the player to take on further
challenges and drive their learning experience. Our research explores the connection
between game design, Flow and learning gains. In the rest of the paper we first
describe the Ora - Save the Forest! Game, focusing on the SPP methodology, then
results from a user study conducted with the game, and finally conclusions and direc-
tions for future work.
2
Ora - Save the Forest!
At the heart of the SPP is the application of skilled performance theory, which struc-
tures the design of game mechanics to provide a scaffold upon which the experience
of Flow can be developed. The four design and development spaces of the SPP are 1)
Education, 2) Translation, 3) Design and 4) Engine. The primary advantage of this
approach, over others, is that the gameplay process breaks down into spaces that can
be engaged with by all stakeholders, from client to designer to programmer. The SPP
spaces link learning outcomes to gameplay mechanics and offer a practical implemen-
tation method for structuring gameplay inside a game engine. In the rest of this sec-
tion we describe how the SPP was applied in the design and development of “Ora -
Save the Forest!”.
2.1 The Educational Space (1)
of the SPP drives game design by linking a com-
plex problem to a narrative via learning outcomes. The designer works closely with
the client to explore and contextualise the game concept. This requires defining a
target audience, and their intrinsic and extrinsic motivations [5][11]. Understanding
client and audience motivations helps establish the learning outcomes, learning objec-
tives and objective tasks.
A Complex Problem
- Pest control in New Zealand is a contentious issue: re-
search indicating the consequences of management is not well understood by some
members of the general public who have a stake in the process (e.g. land owners and
managers, recreational land users). The public need to be engaged in order to make
informed decisions about pest management on their land or communities. Academic
papers are difficult to access for the layperson, and most scientific knowledge transfer
to date has been via media releases, workshops or word of mouth. It is difficult to get
a national scale audience engaged via these routes. Developing a game based on pest
management research is a novel way to engage and inform the public with up to date
science, and to help players gain a realistic appreciation that ecosystem management
is a complex problem (the primary learning outcome).
Client and Target Audience
- The client was Landcare Research, a NZ Crown
Research Institute involved in terrestrial biodiversity management. The target au-
dience was the NZ public with a core demographic of rural New Zealanders of both
genders, with a tertiary education but not necessarily academics.
Defining motivations
- Key outcomes for the game were; to provide an aid to
public dialogue and engagement with a complex problem, scientific knowledge trans-
fer, and innovative and engaging ways to implement and present research findings.
