Applying Bloom to Games: A Preliminary Methods Description

Proceeding of the 12th European Conference on Game Based Learning, 2018, Nice, France, 2018

The field of game design for educational content lacks a focus on methodologies that merge gameplay and learning. Existing methodologies typically fall short in three ways: they neglect the unfolding of gameplay through players' actions over a short period of time as a significant unit of analysis; they lack a common consideration of game and learning mechanics; and they falsely separate the acts of playing and learning. This paper suggests the Gameplay Loop Methodology as a valuable tool for the design of game-based learning, because it addresses these major shortcomings. A case study of the design and production phases of Antura and the Letters, a literacy game for Arabic refugee children, illustrates the uses of the Gameplay Loop Methodology. 1. Educational game design: A merging of game and instructional design The design of educational games is a complex endeavor because educational games are expected to fulfil two requirements, which at first seem contradictory: educational games should be as appealing as commercial, off-the-shelf games designed solely for entertainment, and they should provide their players with a learning experience related to educational domains beyond the game itself. Consequently, the design of educational games must be informed by two different disciplines – game design and instructional design – that bring different histories and approaches to the table (Becker, 2016). In our opinion, the successful design of educational games presupposes a significant merging of both disciplines, in other words, a formal approach combining game and instructional design (see Buchanan, Wolanczyk and Zinghini, 2011). In response to the aforementioned requirement as well as to massive growth in serious game production in general and educational game production in particular, ideas from game design and instructional design were synthesized to form a new field, more specifically, (inter)discipline that is usually called " Serious Game Design " or " Educational Game Design " 1. Lameras et al (2017) describe serious game design as " a relatively new discipline that couples learning design with game features " and state that " [a] key characteristic of this approach is grounded in educational need and theory, rather than a focus purely on entertainment ". In this field, it is undisputed that serious game design poses different challenges from entertainment game design and requires a unique methodology that addresses both instructional strategies and learning theories 2. Accordingly, in recent years, many authors have suggested formal design patterns and methodologies to offer guidelines for the design of serious games. As most of these methodologies were developed in academia (which is closely connected to the relatively small serious game industry), many are more abstract and less practical than traditional game design methodologies, which were developed inside the gaming industry and are thus more strongly influenced by its market-driven logic of immediate application. Despite major achievements inside the academic field of serious game design, for example Arnab and Clarke (2017), assessing the theory and practice of serious game design, still assume the following: " The development of these games does not normally follow a specific set of guidelines or process, which makes them more bespoke and less replicable. Moreover, existing frameworks or guidelines are often high-level and/or theoretical design models that provide general design considerations rather than a prescribed development process. " 1 In this paper, we are concerned with the design of educational games in particular instead of serious games in general. However, we are aware that the majority of available literature relevant for our research and development project employs the broader term " serious games " in reference to " educational games ". Therefore, we will use the term " serious games " whenever we refer to this literature, as well as too the broader category. 2 See eg Gunter, Kenny and Vick (2006): " The goal of serious game design is similar in nature to that of entertainment games, but is more complex, in that not only must one maintain intellectual control of the design elements that lead to a fun and engaging game, but one must also plan instructional elements that lead to a fun, engaging, and educational game experience. To be sure, instructional strategies and learning theories must be included in these formal methods. " 154

IntechOpen in Game Design and Intelligent Interaction, 2019

Educational games have become a highly prominent tool in schools to deliver an exciting learning experience. A large amount of literature discusses the importance of how educational games are designed has been highlighted that delivering learning through educational games design and how the game designers require crucial skills to design. Educational game design requires elements that are considered during the designing process. Looking at the projection of “Game designing or the process of game design is a complex task, and it is still being investigated”. Therefore, this chapter intends to discuss recent and prominent proposed game design elements that demonstrate their important characteristics in designing educational games. Consequently, two highly significant game design theorists with established fundamental elements of games are discussed. With critically understanding the elements, this chapter provides categorizing various existing game elements into established fundamental elements. Henceforth, it demonstrates a clearer overview of how game design elements can be categorized and applied. Future recommendations are also discussed.

International Research Journal of Modernization in Engineering Technology and Science, 2025

The hierarchical framework of Bloom's Taxonomy (Bloom et al., 1956) has served as a seminal paradigm in educational taxonomy, fundamentally shaping instructional design and pedagogical methodologies. Following its substantial revision (Anderson et al., 2001), which emphasized the role of active cognitive engagement and metacognitive processes, the taxonomy has undergone significant theoretical scrutiny. The unprecedented proliferation of digital technologies within contemporary educational frameworks necessitates a systematic reevaluation of this classificatory model, particularly within the context of technology-mediated learning environments. This investigation examines the systematic correlation between emergent digital pedagogical tools and Bloom's cognitive domains-specifically the progression from basic recall and comprehension through application, analysis, and evaluation, culminating in a creative synthesis. This research posits that contemporary digital adaptations of Bloom's taxonomical framework can effectively address the evolving demands of modern pedagogy while simultaneously acknowledging critical considerations regarding technological equity, accessibility, and ethical implementation within school educational contexts.

2012

The design and employment of digital games for serious purposes such as learning has several prerequisites. Designing a game that affects human players effectively requires the anticipation of particular human game playing experiences. Recent digital games taxonomies provide the WHAT and storyboarding is the technology for determining the HOW of planning the manifold of potential affective experiences in digital game playing. Game-based learning needs storyboarding and storyboarding needs concepts of digital games taxonomies. The appropriate consolidation of taxonomies and storyboarding results in explicit media didactics in context.

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenario.

British Journal of …, 1999

During the past four years Alan Amory, a lecturer in Biology, has investigated the use of multimedia as a teaching resource and converted his courses from old-style lectures and practicals to constructivist-like classrooms. He also enjoys the thrill of creating software. Kevin Naicker, an Honours student at the time of this research, is interested in the use of computer technologies, especially the World Wide Web, in education. Jacky Vincent, our graphic artist, with her abounding enthusiasm and experience, enjoys designing unique virtual worlds and developing game scenarios. Claudia Adams, a zoologist and librarian, helped in the finding and organisation of the content and enjoys the creative side of plot development.

Learning Technologies, IEEE …, 2010

2006

… Foundation series on digital media and learning, 2007

With Grand Theft Education: Literacy in the Age of Video Games gracing the cover of Harper's September 2006 magazine, video games and education, once the quirky interest of a few rogue educational technologists and literacy scholars, reached broader public awareness. The idea of combining video games and education is not new; twenty years ago, Ronald Reagan praised video games for their potential to train "a new generation of warriors." Meanwhile, Surgeon General C. Everett Koop declared video games among the top health risks facing Americans. 1 Video games, like any emerging medium, are disruptive, challenging existing social practices, while capturing our dreams and triggering our fears.

Video game use in education has focused on the application of games within the existing education system and on their inherent potential for producing learning (Gee 2003). However, research has revealed a fundamental mismatch between the goals of games and the object of school-based learning . As a result, efforts to integrate games into the curriculum have frequently fallen flat despite the best intentions of teachers and the gaming industry. Such efforts have failed either because games designed to educate do not engage their intended audience, or because truly engaging games do not provide enough educational value.