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The use of computer games as an educational tool: identification of appropriate game types and game elements

1999; Wiley; Volume: 30; Issue: 4 Linguagem: Inglês

10.1111/1467-8535.00121

1467-8535

Alan Amory, Kevin Naicker, Jacky Vincent, Claudia Adams,

Teaching and Learning Programming

Playing games is an important part of our social and mental development. This research was initiated to identify the game type most suitable to our teaching environment and to identify game elements that students found interesting or useful within the different game types. A group of twenty students played four commercial games (SimIsle, Red Alert, Zork Nemesis and Duke Nukem 3D). Results suggest that students prefer 3D‐adventure (Zork Nemesis) and strategy (Red Alert) games to the other types (“shoot‐em‐up”, simulation) with Zork Nemesis ranked as the best. Students rated game elements such as logic, memory, visualisation and problem solving as the most important game elements. Such elements are integral to adventure games and are also required during the learning process. We present a model that links pedagogical issues with game elements. The game space contains a number of components, each encapsulates specific abstract or concrete interfaces. Understanding the relationship between educational needs and game elements will allow us to develop educational games that include visualisation and problem solving skills. Such tools could provide sufficient stimulation to engage learners in knowledge discovery, while at the same time developing new skills.