Abstract:

Recently, researchers have begun investigating the value of designing games for learning instead of playing existing games to enhance learning (Kafai 2006). Students’ situated learning experiences and their real-world skills will be potentially enhanced when well-designed digital game-based learning environments are available (An & Bonk, 2009; Gee, 2005; Shaffer et al., 2005). The term game-based learning refers to “an activity to engage and hold learners in focus by encouraging them to participate during the lesson through game-play” (Razak, Connolly & Hainey, 2012, p. 35). Kirschner and Williams (2014) argued that challenge, control, immersion, interest, and purpose are essential elements in digital game engagement. Consequently, the following guidelines are useful for designing an effective digital game-based learning environment. In this article, we focus on seven guidelines that are important to develop effective DGBLEs.

1- Identity
Gee (2005) claimed that players would be captured through identity in a great video game, and either a character’s identity will be built from the ground up, or an already-formed one will be inherited.
2- Problem Solving
According to Merrill’s (2002) first principles of instruction, learning is enhanced when learners are involved in solving real-world problems. Numerous cognitive psychologists proved that engaging students in solving problems will make students learn better (Mayer, 1992).
Good games allow players to solve problems in different ways, and games often have different difficulty levels (GEE, 2005).
3- Challenging
Players should be faced with a set of challenging problems, and they have to work on solving these problems until they can find the solutions by themselves (GEE, 2005).
4- Interaction
Interaction is a very important principle as players decide to solve problems. Decisions that are made jointly in order to solve proposed problems are considered interaction.
5- Exploration
Players in good video games must be encouraged to explore before moving on. They have to think and rethink in order to identify the goal from time to time (Gee, 2005).
6- Get help if needed
Good games always give support and help as verbal information either “just in time,” when players need it, or “on demand,” when players ask for it, need it, are ready for it, believe it to be beneficial to them, and can use it in a good way (Gee, 2005).
7- Controlling the game
Students’ learning will increase when they take the initiative, declare ownership, direct their learning, and get the appropriate help when they need it (Zimmerman & Schunk, 1989).

Limitations of designing DGBLEs:
Both students and teachers can benefit from educational games which are designed by the teachers and tailored specifically to the students’ learning outcomes. However, teachers face certain challenges and constraints during the game design process. These challenges include technical challenges, limited resources and time, and pedagogical challenges.

Conclusion:
To be most effective, games should be designed according to the principles of problem-solving, challenges, identity, control of the game, exploration, interaction, and access to necessary help. When the game is designed effectively, the students' engagement will increase, which will enhance the learning outcomes.

Keywords:

Video games, game design, guide lines, principles, research based, theory based.