What game mechanics can promote learning?

Electronic games can be compared to machines. Indeed, every game, whether commercial or serious, is based on play mechanics.

These are visible or invisible elements that enhance the gaming experience. For example, having a score displayed or being able to replay the title are means used to keep the player's interest.

But can these elements have an effect when it comes to serious games in the classroom? This is the question addressed in the second part of a study conducted jointly by the University of Michigan and the University of New York on the use of games in mathematics, social sciences and science in general at school. After studying the uses as such, the second part (available in PDF on the official website) looks at the mechanics that accompany the player, in order to evaluate them in an educational context.

The advantages and drawbacks of mechanics

Based on serious games used in the U.S. and on on-site observation of 30 primary and secondary school classes, the researchers were able to note the qualities and shortcomings of the various game mechanisms. For example, the presence of a score or stars to signify success or progress in the game has advantages. It increases motivation, gives the player a direct idea of how well he or she has performed, and tells the player whether to restart the last game or continue. However, they are often only shown at the end of the level, their scale is not always clear and sometimes they are not even related to learning at all, but only to in-game manipulations.

The game can also display feedback via messages that encourage or discourage certain player actions. These signals give students information on what they need to focus on, and are good indicators for teachers, who can note any problems encountered. However, this becomes difficult to follow when dealing with large groups. Also, sometimes the information displayed is not understood by the learners, which is rather counter-productive.

The dashboards, which give a general idea of the player's progress, are very useful elements, especially after the games. They provide a good indication of the children's successes and failures, and enable class discussion with one or all of the pupils. However, they are only applicable in longer games, and this can lead to technical difficulties when logging in.

Screenshots are very much appreciated by teachers. Because, apart from the fact that they cut the game experience a little short, they greatly enhance the teacher's feedback with the student. They can be used as proof that the student has completed the game, as a source of discussion and advice on learning a new concept, and so on.

As for review questions at the end of a level, they enable learners to take stock of everything they've done throughout the adventure, but unfortunately, researchers have noted that they are often unmotivated to complete them. In-game questionnaires are also a useful way for players to find out whether they need to repeat a level, and whether they have grasped what was being taught. All this is provided that they are not too hidden and that the content of the questions is related to that of the game.

Replay? Replay is only useful when there is more than one correct answer to a problem.

Additional documents and worksheets to accompany the game experience are also sometimes offered by developers to prompt group discussions or provide a clearer assessment trail of learners' achievements. However, many teachers preferred to create their own accompanying materials, and what's more, it wasn't easy to use them in a context where students learn at varying rates.

With the possible exception of screenshots, there are no perfect game mechanics for evaluation and feedback. Some are more important (presence of a dashboard, questionnaires) and can literally enhance the game experience when they are consistent.

That's why it's essential for game developers to sit down from time to time with teachers to understand their needs and the ways in which they are integrating serious video games into the classroom.

Illustration: venimo, shutterstock

References:

"A-Games." The A-Games Project. Accessed May 28, 2015. http://gamesandlearning.umich.edu/a-games/.

Leblanc, Dominic. "How to Improve Educational Games?" L'École Branchée. Last updated: February 25, 2015. https://ecolebranchee.com/comment-ameliorer-les-jeux-educatifs/