Investigating the Components of Educational Game Design Based on Explorer Player Style: A Systematic Literature Review

Document Type : Review Article

Authors

1 Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabataba'i University, Tehran, Iran

2 Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

Abstract

Background: Game-based instruction is one of the methods that encourage exploration among learners. Identifying and incorporating exploratory components should be considered as a principal goal in designing a game that provides exploratory instruction. The present study aims to investigate the exploratory components of an educational game. Methods: A systematic review of the literature was performed in accordance with PRISMA guidelines. Based on the inclusion criteria, a comprehensive search was conducted in Google Scholar, ProQuest, ScienceDirect and Scopus for articles published between 1995-2019. A combination of keywords were used in the search, including ("educational game" OR "serious game" OR "adaptive game") AND ("player type" OR "player style" OR "player modeling" OR "Bartle player style" OR "explorer player"). A manual search was also conducted in Google to identify more literature. Furthermore, out of 1034 articles, 39 were studied in depth. Results: The obtained components were categorized in six sections, including: educational elements (research, serious game, projectbased activities, test hypotheses, question and answer, role play, simulation), exploratory dynamics (exploration, solving, collecting, and build), mechanics (chance, conflict or challenge, collaboration [negative relationship], prizes upon completion, non-linear space, existence of creative tools, existence of ancillary equipment, guidance, open content, customizability, access to all facilities, different ways to study elements and environment, and puzzle), aesthetics, branch stories and proportionality, exploration-based games (emphasis on the pivotal challenge to success, emphasis on meaningful choices, emphasis on thinking versus physical work, emphasis on longer game sessions, no punishment, emphasis on freedom versus control, emphasis on details versus imagination). Conclusion: Designers can draw on these components when developing a game that suits the learners’ styles. Analysis of the studies showed that the obtained components could be used in educational game design, and the obtained framework is a useful guide for game designers.

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 11, Issue 3
September 2020
Pages 139-152

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