The goal of this series of assignments is to expose you to the broader landscape of existing educational games and to start to think critically about what works and what doesn't in their designs. Throughout the semester we encourage you to seek out different educational games, play them, and post about your observations on a blog, or vlog. In your posts, consider each game from the different lenses of the EDGE framework that we have talked about in class and make an ultimate determination about whether you think the game succeeds as a game and/or an educational experience.
Periodically (every 2 weeks) throughout the semester you will be asked to submit one of your post to be graded. You are free to write the posts at any time as long as you have a new one to submit by each deadline. You are also free to write more posts and choose which ones to submit if you wish.
To facilitate finding games you can consult the 05-418/818 Big List of Educational Games (http://edugames.design/big-list) that I have been compiling through iterations of this course. You may use any of the games on the Big List for your critiques except for the ones that are marked as Stretch (highlighted orange). Also any game that is marked with [FRANCHISE] is meant to represent an entire franchise of games where doing multiple critiques within the franchise would not count as unique. For example, there are many titles in the Panjama Sam franchise of games that are all generally similar. If you want to spend the semester doing a deep dive on a particular franchise then reach out and we can figure something out.
In addition to submitting new posts every 2 weeks, at least 1 of your games this semester must be a new addition to the list. For your new addition, you may select any games you like as long as you are able to fill out the fields in the submission form and one of the following is true:
- The game is clearly meant to be educational by its creators
- You can find an example of the game being used in some educational setting for a learning purpose
- You can make a strong argument that the game could be building some transferable knowledge/skill/disposition/etc.
If you need help finding games the second tab of the Big List contains a list of educational game collections you can mine for ideas. If you have any questions if a game is appropriate you can ask me. You are free to add more than one new game to the Big List if you would like but we ask that for every game you add you create a blog post or video. This is mainly to prevent people adding tons of games and making it harder for others to find new games that are not already on the list.
Part of the goal of this assignment is to get you to play more games and not get bogged down in lengthy essay writing. How you structure your critique is up to you but there are specific elements we will be looking for in grading. In terms of length we would expect roughly 1-2 paragraphs for each of the major sections below.
Game Metadata - Provide the Game Name, Designer/Developer, Platform, High-level Instructional Goal, and link to the game. Be sure to include this information in your post even if you're using a game that's already on the list.
Learning Objectives - Describe what the apparent learning objectives are including potential prerequisite knowledge and transfer. This may be somewhat challenging if you do not know the domain really well. Do the best you can, based on the game itself and any supporting documentation you may find. Try to avoid vague terms that get listed in marketing materials like "problem solving" or "21st century skills". These are fine for filling out the spreadsheet but for the critique really consider the experience of playing the game and try to be more specific about what a player is likely to learn from the experience (e.g., a game that claims to teach problem solving probably involves more specific knowledge or skills). Please cite any additional sources you relied on if any.
Game Elements - Describe the game's main elements. What are some of the game's core mechanics and systems? What interesting gameplay dynamics arise? What is the player experience like from playing the game. If a game is particularly large or has a lot of mechanics then try to describe the main mechanics that most players are likely to experience. If there are several modes to the game or it is very long then you only have to go into one of them but you should at least mention the existence of others.
Learning Principles - Describe some learning science principles that you think are relevant to the game experience and how they relate. These may be principles that support the game in its learning objectives or relevant principles that the game employs poorly. Explain your reasoning behind how each principle is relevant. You may select principles from any of the lists discussed so far, or from other learning science literature you may be aware of. If you are new to learning science the Instructional Complexity principles from the course learning principle site (http://www.edugames.design/principles) should be sufficient for most cases. If you reference a principle outside the ones we've discussed please include a reference.
Overall Critique - Come to some final judgement about whether you think the game is likely to succeed both as a game and as a learning experience. Provide some reasoning behind your judgement. It is perfectly fine to say you think a game is a poor example of an educational game, having some bad examples will help you to understand how to make something better.
If you have any questions about any of the policies or grading around the critique assignments please ask them on the Critique FAQ Discussion.
When you submit the assignment please fill out the assignment survey: Survey Link