Abstract
This research aims to improve the practice of designing educational video games (“learning games”). Specifically, this paper aims to demonstrate need to improve Shelton’s theory of activity-goal alignment, which focuses on the relationship between a player’s activity and the designer’s intended learning goal in any learning game. Using the research method of autoethnography, the data is an account of the evolution of the core mechanic in Battlefood, a learning game research project. While Shelton’s prior findings, that activity-goal alignment theory meets an important need in learning game design practice, are largely confirmed, this research draws two main conclusions: the literature’s typical modality (primarily lengthy text-based discussions) is not a good fit for practising designers, and Shelton’s theory could be more useful if it were made more accessible to practicing designers.
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Notes
- 1.
The game Battlefood itself has been submitted as a creative work separately for the Games for Health Europe conference by Mathieu Allaert, a colleague of mine.
- 2.
While this research applies reasonably well to a variety of serious games, including game-based learning and some gamification projects, I use Klopfer et al’s term “learning game” throughout this research. Their definition follows: “Learning Games are differentiated from Games for Training in that they target the acquisition of knowledge as its own end and foster habits of mind and understanding that are generally useful or useful within an academic context.” They cited several examples easily located the literature including Lure of the Labyrinth, Immune Attack, Civilization, Rollercoaster Tycoon, and SimCity.” [2, p. 21]
- 3.
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Whitkin, J. (2013). The Core Mechanic in Battlefood: A Design Journey. In: Schouten, B., Fedtke, S., Bekker, T., Schijven, M., Gekker, A. (eds) Games for Health. Springer Vieweg, Wiesbaden. https://doi.org/10.1007/978-3-658-02897-8_9
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