Abstract:

The importance of using games as learning aids is widely reported in the literature. Tasks performed under the cover of a game become more engaging, fun and stimulating. The attention and energy of the players, focused on the dynamics of the game, provide an atmosphere of great involvement and commitment in the search of solutions to the proposed challenges. Playing is clearly one of the most interesting and exciting learning environments.

In this paper, we describe the conception and the difficulties behind the implementation of the three-dimensional and educational math game 3DM6 with features that make it interesting and suitable for different audiences.

The 3DM6 game scope encompasses a school population attending three distinct levels of education, from the 1st year of the 1st cycle to the 6th year of the 2nd cycle of the Portuguese Basic Education. Its fundamental purpose is to sharpen the curiosity of the players, integrating knowledge of various natures with special emphasis on mathematical knowledge. It includes both the general concept of a traditional board game and the main idea of a quiz, comprising features that differentiate it from a general game, among which are the learning opportunities resulting of the three-dimensional dynamics of the board where the game unfolds.

The option by the design of a game in a 3D format took into account the barely inexistence of this type of game both in the commercial circuit and in the research field on serious games. Besides, and above all, this characteristic may bring a source of new learning opportunities acting also as a motivating agent making players feel more interested and engaged.

There are several studies pointing to a possible relationship between games, including board games, and the development of spatial processing. However, little is known about the influence of 3D board games in the development of this type of capability or in any other math capability.

At this stage of the 3DM6 game development, we have designed and implemented the physical structure of the game and three distinct sets of card decks, taking into account the target audience and the goals to be achieved. Within this context, during the design phase, the incorporation of features to help players to acquire mathematical knowledge and/or to reinforce the learning of some specific academic contents were, as expected, taken into account.

The math contents present in the game respects the curricular programs of the Portuguese Basic Education and the proposed challenges have in consideration, essentially, the awakening or the development of the following capabilities: mental calculus, math reasoning, critical thinking and problem solving. The other contents are, basically, ludic and of historical and cultural nature.

Keywords:

Serious game, non-formal learning, playful learning.