The LM-GM framework for Serious Games Analysis
نویسندگان
چکیده
This document proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in a SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may be useful also for teachers to evaluate effectiveness of a given game and better understand how to use it in educational settings. Introduction The principles of learning and game-play are different and frequently conflicting, but they can coexist in well designed SGs. This suggests that high-level pedagogical intents can be translated and implemented through low-level game mechanics. Based on this assumption, our paper introduces the concept of Serious Game Mechanic (SGM) defined as the design decision that concretely realises the transition of a learning practice/goal into a mechanical element of game-play for the sole purpose of play and fun. SGMs act as the game elements/aspects linking pedagogical practices (represented through learning mechanics) to concrete game mechanics directly related to a player’s actions. In this paper, the mechanics of learning refer to the dynamic operation of learning, that we typically model relying on learning theories and pedagogical principles. This encompasses components (such specific objectives, tasks, activities, methods) that make up a learning strategy, instructions or process influenced by the context of learning. As part of the development and validation of the SGM models, this paper reports on the ongoing findings of game analysis using the Learning-Mechanics and Game-Mechanics (LM-GM) model, a framework that allows SG mapping that highlights the main learning and game mechanics involved in each game situation, thus supporting the identification and analysis of emerging SGMs. As such, the tool is intended both for designers and for teachers to evaluate effectiveness of a given game and better understand how to use it in educational settings. Learning Mechanics-Game Mechanics (LM-GM) model In this paper, we aim to address the identification of the key components (we call them SGMs, see figure 1) that can be replicated, with the proper differentiations, across different SGs. The goal is to favour an efficient analysis of SGs and support specification of new designs. Figure 1. The relationship between Serious Games Mechanics (SGMs) and the pedagogical and game design patterns of a game. Learning is a very complex human activity, which has been investigated and modelled through several pedagogical theories and approaches, such as behaviourism, cognitivism, humanism, personalism, constructivism, etc. The LM-GM model has been designed to allow different users describe games on the basis of different pedagogical approaches. In particular, LM-GM’s learning mechanics include various aspects (e.g., tasks, activities, goals, relationships) that we have derived from different pedagogical approaches and that an LM-GM user can map to different game mechanics, according to the specific nature of the SGs under analysis.
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تاریخ انتشار 2013