Abstract:

Computer games have the ability to turn a classroom full of sleepy teenagers into intensively motivated individuals who are able to perform complex tasks, learn new skills and apply complex reasoning. This paper proposes to reach into the world of game-play motivation, and draw out those principles for the development of game worlds, delivering immersive involvement within key educational topics.

Maslow (1968) suggested that growth and self-actualisation of the personality, being a lifelong process, can be driven by learning. By developing computer games which create Csikzentmihalyi’s (1991) conditions for ‘Flow’ in a learning experience, the game design should produce 'intrinsic motivation' (Deci 1985) driving the player to take on further challenges and as a consequence keep learning.

This paper undertakes an analysis of ‘flow’ theory, intrinsic motivation and cultural adaptivity principles within the framework of an adaptive design model titled ‘structural playability’ (Bradshaw 2005). The design model, developed previously, applies the psychological principles of ‘Human Performance’ (Fitts & Posner 1967) and educational theory in creating effective learning through goal driven progression. The model aims to create a system in which intuitive interfacing allows for effective learning outcomes to be delivered via goal driven progression.

In conclusion this paper will explore possible design and development criteria for the creation of motivational educational game-play. By coupling motivational design processes, with a focus on reading iconography, sound & environment over alpha numeric input, motivational education can be achieved in learners who do not have access to strong formal education or for those who have become disenfranchised from their educational system.

References:
Bradshaw, H, (2005). Structural Playability – process and methodology for designing playability in computer game-play development. http://www.hazelbradshaw.co.uk/downloads/Report%202.pdf
Csikszentmihalyi, (1988). Optimal Experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
Deci, & Ryan. (1985). Intrinsic Motivation & Self-Determination in Human Behaviour. New York: Plenum Press.
Fitts, P. Posner, M. (1967) Human Performance. Prentice/Hall
Maslow A. (1968). Toward a Psychology of Being. New York: Van Nostran

Keywords:

Educational technology, Human Performance, Flow theory, cultural adaptivity, computer games, interactive learning environments.