Game Development Reference
In-Depth Information
Reflecting
on
e-learning
and
game
design
Let's review what we have implemented so far with this game in terms of e-learning
strategy and technique. Our game has four scene files (
MAIN
,
LEVEL1
,
LEVEL2
, and
LEVEL3
). In the
MAIN
scene file lives the
_global
object hierarchy that holds the
singleton class instances in the game: systems such as the
Player
,
Camera
,
Game
,
and
Light
. Not only is this scene file the entry point to our game, but these objects
persist as other level-specific scenes are loaded and unloaded.
Level 1 is the Find the Flags mission, wherein the user is taught about state names,
state flags, and state trivia. As each flag is picked up, a trivia card is presented and
placed in the inventory. The user can then click on these cards and review the trivia
card throughout the game.
Level 2 is the Zombie Race level, wherein the user is quizzed on their retention of
the material from Level 1. Adding an element of pressure to the game is the fact that
zombies are chasing the player (they want to win the race before you do). Along the
race, the player must interact with NPCs who quiz them on state flags. We explore
the concept of cognitive flow and how to encourage the player to achieve this state
of total engagement. We determine that to maximize flow, we need to design testing
scenarios with tasks that are moderately challenging and that contain an element of
tension or pressure.
Level 3 is the Park Ranger level, where the player has to race against a clock, find
park visitors, and apply their knowledge to help each one with their question. Manip-
ulating learned material at a level higher than memorization is an activity known to
support long-term learning.
While this three-stage loop is used in the traditional classroom as well as in e-learning
games to teach facts, it is also a great structure to teach game mechanics or other
types of skills to the learner.
