Instruction design as video game development
Busy finishing up a book by Rusel DeMaria titled “Reset: Changing the Way We Look at Video Games.” Much has been written about how video games can impact learning and how brain research supports their use.
And DeMaria does spend time providing an overview of the that research. But he goes beyond the research and begins a discussion that I think we as educators need to have. How can we appropriately use video games and, more specifically, the theory behind them to encourage high levels of learning?
DeMaria talks about what he calls “the Magic Edge,” that . . . something . . . empowering video games to be both “immensely successful entertainment and highly effective learning environments.”He suggests that the unique combination of motivation, immersion, identification, interactivity and choice present in quality video games are what make games so powerful. He goes on to suggest that this combination should be used for good, not evil; “the next step is that games become an intentional medium of positive change in individuals and society.”
Not really rocket science when you think about but few have have used the word “intentional” as much as DeMaria does. It did get me to thinking again about something a small group of us are trying to articulate.
What is the best way to encourage quality instruction using the theory behind game design? What do instructional units look like when they intentionally incorporate motivation, immersion, identification, interactivity and choice into their design?So much of what DeMaria (and Prensky, Johnson, Aldrich, etc) tells us about the connection between game design and brain research can, and should, be part of our instructional units. I guess I’m struggling about what that looks like.
More importantly, I’m struggling with how to get that message across to teachers and administrators struggling to keep their heads above the NCLB floodtide. I’m convinced that educators want the best for kids and will find ways to make it work. How best to help?
History Tech 
Most of my personal focus is on how commercial games can also achieve positive relevance in people’s lives. Next week I’m conducting a panel at GDC on the subject of what I call the Positive Impact Model of Design. It’s a mindset or intention to design games that combine the best elements of good game design with intentional content that teaches or inspires.
For educators, my recommendation is to try to team up with experienced game designers. I’ve learned from experience that even though people may think they can design games – after all, how hard can it be? – they actually have no clue how to craft a really compelling design. It’s easy enough to create a game, but it’s a matter of some talent and experience to craft a good one, especially when you consider that today’s games are magnitudes more complex than the games that launched this industry. We’ve learned over time and evolved an understanding of the complexities of good game design – riding on the shoulders of giants, if you will – and it’s not a trivial matter to create compelling games that your young (read sophisticated) audience will find innovative and interesting enough to capture their attention and respect.
Anyway, I hope to see the technology of games be used toward positive and useful purposes, in whatever way we can.
I enjoyed this piece and want to thank you for your appreciation.
Rusel DeMaria