Done by Asmahan Al-Belushi 68702

Kelley (1988) and Salen and Zimmerman (2003) also define games as a system with rules, conflict, and a quantifiable outcome. It is free movement within a more rigid structure.

Kelley (1988) and Salen and Zimmerman (2003) also define games as a system with rules, conflict, and a quantifiable outcome. It is free movement within a more rigid structure.

From the research, a game can be defined as a voluntary rule-based activity that motivates the player to achieve a goal state or quantifiable outcome via conflict with others or self

From the research, a game can be defined as a voluntary rule-based activity that motivates the player to achieve a goal state or quantifiable outcome via conflict with others or self

These are the "core" elements of any true game. Borderline cases of games include: Skill-based gambling (consequences are pre-negotiated) Chance-based gambling (no player effort, consequences are pre-negotiated) Pen and paper role-playing (flexible rules) Open-ended simulations (No valorization of outcome)

These are the "core" elements of any true game. Borderline cases of games include:

Skill-based gambling (consequences are pre-negotiated)

Chance-based gambling (no player effort, consequences are pre-negotiated)

Pen and paper role-playing (flexible rules)

Open-ended simulations (No valorization of outcome)

An educational game, one designed for learning, is a subset of both play and fun. It is a melding of educational content, learning principles, and computer games (Prensky, 2001). Digital game-based learning is organized to provide both education and pleasure. Play relaxes people, putting them in a receptive state for learning.

An educational game, one designed for learning, is a subset of both play and fun. It is a melding of educational content, learning principles, and computer games (Prensky, 2001). Digital game-based learning is organized to provide both education and pleasure. Play relaxes people, putting them in a receptive state for learning.

Educational Games contain the following elements: Voluntary Participation Rules Verify appropriateness of strategies Goals Challenging Limit usable strategies Have defined outcome(s)

Educational Games contain the following elements:

Voluntary Participation

Rules

Verify appropriateness of strategies

Goals

Challenging

Limit usable strategies

Have defined outcome(s)

Feedback Used to measure progress against goal(s) Interactions Conflict (overt or covert) Competition (with the game, others, or self) Opposition (with the game, others, or self)

Feedback

Used to measure progress against goal(s)

Interactions

Conflict (overt or covert)

Competition (with the game, others, or self)

Opposition (with the game, others, or self)

Representation The game mechanics, graphics, etc. all blend together to define what the game is all about An abstracted story of reality Separation from Reality A safe environment – consequences are not externalized May contain fantasy or "impossible" elements

Representation

The game mechanics, graphics, etc. all blend together to define what the game is all about

An abstracted story of reality

Separation from Reality

A safe environment – consequences are not externalized

May contain fantasy or "impossible" elements

Increase learning motivation with students. Increase learner understanding Meet different types of learners and learners styles. Increase participation and students involvements Get attention Easy to retrieve information

Increase learning motivation with students.

Increase learner understanding

Meet different types of learners and learners styles.

Increase participation and students involvements

Get attention

Easy to retrieve information

Adventure and role-playing games Business games Board games Combat games Logic games and puzzles Word games

Adventure and role-playing games

Business games

Board games

Combat games

Logic games and puzzles

Word games