In this critical perspective we would like to look back at the methodology of this
rapport with a critical perspective. We would like to map out the strength and
weaknesses of our approach to the topic. Furthermore, we would like to draw out
suggestions for a methodological approach for the topic of adventure games and
learning for future research.
The first gaming generation is approaching its 30s and are now a part of the
established academic community. They do not fear this cultural phenomenon and
it is finally getting the attention it deserves. With its acceptance in academic
circles and the undeniable fact that computer games are one of the fastest
growing cultural industries in the world, several sectors of society are interested
in tapping into to the buzz of computer games – one of these areas is the
educational sector. The problem is that there is not yet an established theory on
how to combine these two elements: education and computer games. In our
thesis, we have chosen a theoretical approach to designing a concept for an
adventure game with learning as an integrated element. We have chosen this
theoretical approach precisely because an established theory does not exist. We
have felt that a clear theoretical foundation has had to be established before such
integration can intentionally be made.
We use the word intentionally because most efforts at using computer games for
learning has been in the form of integrating existing games from the gaming
industry into class room activities. The use of Civilization or SimCity are classic
examples of games which are often referred to as possessing the necessary
content for educational use. Our approach, however, has been to create a game
concept which starts with the intentions of being used for learning and not a
game that is motivated by economical interests and then found to have
educational potentials.
Our theoretical approach has meant that we have tried to find there how and
where the two different fields of computer games and learning can be integrated
and designed for this specific purpose. The methodological weakness of this
approach is its lack of empirical validity or grounding. We can only conclude on
theoretical assumptions that we have established from logical deduction. We
cannot conclude on how our final concept actually functions in real classrooms.
We could have chosen an empirical approach by focusing on the testing of
existing educational games, either games like SimCity and Civilization known for
their learning potentials, as well as existing games, designed for specific
educational purposes. From such observations and analysis, we could have
uncovered what works in specific games and what elements might combine into a
successful learning-based adventure game. These conclusions could then have
been the starting point of our design document. When we did not chose this
approach, it is primarily because we have felt that the theory of adventure games
and learning are not yet well established i.e. that the terminology and level of
abstraction on this specific combination is not developed thoroughly enough to
test empirically. However, this also means that we are not able to conclude if our
concept works, but instead on how is should be done.
Instead, based on the knowledge this theoretical approach has given us,
we feel we can make some suggestions for a further methodology for the field.
A learning-based adventure game should ultimately draw in a student through a
dramatic conflict, the excitement of spatial exploration and the possibility to play
out the role of an astronomer, doctor, mathematician or the specific profession of
the domain. This form of gameplay should be balanced with content so that it is
the learning of the content that progresses the game. Our suggestion is that the
mechanics of this progression can be achieved through clues and puzzles. It
might therefore seem that a learning-based adventure game might be best suited
for material that can be formulated in the clue/puzzle format.
The content should have the student solve authentic problems, engaged in
meaningful scientific practise and thinking about them creatively. While doing
this, it is important for the student to be able to express these ideas and thought
in the game as well as communicatively.
We have developed six points throughout this thesis that could serve as a starting
point for future developers or research on the topic. We further suggest that a
methodology should be concerned with the intentions of what should be learned.
We are suggesting that the advantageous of the adventure genre lie in the way it
can engage students in solving a dramatic and spatial conflict by learning the
desired material. The result is a more reflective and personal approach to the
material. This should be the starting point for a methodology of learning-based
adventure games.