מחקר עיצוב חלק א' אפיון, עיצוב ופיתוח סביבת למידה מוגברת טכנולוגיה
עקרונות עיצוב למידה ממשחק
חוקר המשחקים ג'יימס פול ג'י פיתח רשימת עקרונות שמתארים כיצד מתרחשת למידה ממשחק.
אתם/ן יכולים/ות להעזר בעקרונות הללו בעיצוב המשחקים או סביבות הלמידה המממושחקות שאתם/ן מפתחים/ות.
פעילות בצוותים:
-
זהו עקרונות למידה ממשחק שרלבנטים לפרויקט שלכם/ן.
-
צפו בהסבר של ג'י לעקרון (הקליקו על שם העקרון כדי לצפות בסרטון קצר).
-
דונו באופן שבו העקרון יכול לבוא לידי ביטוי בפרויקט שלכם/ן.
Gee, J. P. (2005). Learning by Design: Good Video Games as Learning Machines. E-Learning, 2(1), 5-16.
01/
In good games, players feel that their actions and decisions – and not just the designers’ actions and decisions – are
creating the world they are in and the experiences they are having.
02/
Players are able to customize the game play to fit their learning and playing styles, or the game is designed to allow different styles of learning and playing.
03/
Good games offer players identities that trigger a deep investment on the part of the player.
04/
Good games offer characters that the player can move intricately, effectively, and easily through the world. Beyond characters, good games offer the player intricate, effective, and easy manipulation of the world’s objects.
01/
Good games help players see and understand how each of the elements in the game fit into the overall system of the game and its genre (type).
02/
Even barely adequate games make the
meanings of words and concepts clear through experiences the player has and activities the player carries out, not through lectures, talking heads, or generalities.
01/
Problems in good games are well ordered. Problems are designed to lead players to form good guesses about how to proceed when they face harder problems later on in the game.
02/
Good games adjust challenges and give feedback in such a way that different players feel the game is challenging but doable and that their effort is paying off.
03/
Good games create and support the cycle of expertise, with cycles of extended practice, tests of mastery of that practice, then a new challenge, and then new extended practice.
04/
Players don’t need to read a manual to start. The game makes verbal information concrete through the player’s experiences in
the game.
05/
Fish tanks are stripped-down versions of the game. Good games offer players fish tanks,
either as tutorials or as their first level or two.
06/
Learners are put into a situation that feels like the real thing, but with risks and dangers greatly mitigated, they can learn
well and still feel a sense of authenticity and accomplishment.
07/
In good games, players ... see the skills first and foremost as a strategy for accomplishing a goal and only secondarily as a set of discrete skills.