Can You Really Teach THAT With a Game? A Case Study With Experimental Results

• In Event: Playing Around With New Media Both in and As the Classroom

Abstract

This paper describes the design and development of a serious game to teach a difficult topic, presented in the form of answers to 12 general questions of game design and evaluation. These questions are a skeletal description of decision points applicable to any tutorial game development project, and are answered in this case by describing the specific decisions made at each stage. The resulting game was tested for learning efficacy in a formal quantitative experiment. The game was found to produce significantly better learning than conventional classroom instruction. However, student acceptance of learning from the game was mixed. Analysis of player responses to open ended questions about their experience provide some specific reasons, most of which are probably applicable beyond this single case. Of note, the single largest negative reported by players of the game was the lack of communication with the instructor and other students experienced during game play.

Authors

• James H. Watt, U of Connecticut

• Mark A. Hamilton, U of Connecticut

• Kristine L. Nowak, University of Connecticut

• John L. Christensen, U of Connecticut