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Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills

  • Deniz Eseryel
  • Yu Guo
  • Victor Law
Chapter

Abstract

Complex problem solving and motivation are often argued as the most important benefits of massively multiplayer role-playing online games. However, little empirical research exists to support these assertions. Current research and educational game design theory are insufficient to explain the relationship between complex problem solving, motivation, and games; nor do they support the design of educational games intended to promote motivation and complex problem-solving skills. For the past few years, we have been engaged with design-based research (DBR) to address this gap in the literature. In this chapter, we present the findings of this study in a framework for designing and assessing educational MMORPGs for facilitating learners’ motivation and complex problem-solving skill acquisition. This game design and assessment framework bridges three levels of interactivity that were identified in a series of DBR studies as being crucial for effective educational game design: (1) interface interactivity, (2) narrative interactivity, and (3) social interactivity. In this chapter, we present Interactivity3 design and assessment framework and discuss the findings of a study that shows the validity of this framework for designing and assessing educational MMORPGs.

Keywords

Game Play Assessment Framework Design Cycle Educational Game Game Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

McLarin’s Adventures MMOG is developed by the K20 Center at the University of Oklahoma through a Star Schools research grant from the U.S. Department of Education. It is with gratitude that the authors thank the K20 Center game development team for allowing our research team to use the game, hence, contributing advancement of research on games and learning.

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Copyright information

© Springer Science+Business Media New York 2012

Authors and Affiliations

  1. 1.Department of Educational PsychologyUniversity of OklahomaNormanUSA
  2. 2.Oklahoma State UniversityStillwaterUSA

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