Malone (1983) provides a checklist for designing enjoyable educational programs that include: (1) challenge (goal, uncertain outcome) (2)fantasy, (3) Curiosity (sensory curiosity and cognitive curiosity).
The guidelines for designing an educational computer program including (games) and make learning with computers exciting and motivating have proven to be captivating (Malone, 1983).
As explained, GBL utilizes an appropriate set of game mechanics (the rules of EG), provides freedom for learners to recreate scenarios without having a fear of adverse reactions, and provides a problem-oriented learning process to allow learners achieve learning goals in the EG (Poulsen, 2011). Games-based learning (GBL) is a pedagogical approach that utilizes EGs to support learning (Prensky, 2003).
A constant battle between designing an EG that is a combination of fun and educational in delivering learning objective is a prominent challenge through an implementation phase for designers (Azadegan et al., 2014 Romero, 2015 Serrano-Laguna, Manero, Freire, & Fernández-Manjón, 2018). With that, reports discussing both positive and negative impacts on usage of GBL in education and variety of ways in which the learning outcomes have been achieved. Over the past decade, educational games (EG) as learning software and the usage of game-based learning (GBL) has become more commonly used for educational deliverance, as opposed to pure entertainment, has gained immense popularity. With the process documented and aligned, game designers will be able to reflect a better understanding of a game design process in the industry. This chapter proposes a combined prototyping process adopted from the discussion and emphasizes aspects required in documenting game design. This analysis highlights issues and problems raised through the gaps existing between models/frameworks against them. Moreover, an in-depth discussion of game design models/frameworks is understood. This chapter discusses three major contributions to game design fundamentals and principles and unpacks their concepts on designing EG.
However, a constant battle between designing an EG that combines fun and educational content in delivering learning objective is a prominent challenge through the designing phase for various stakeholders involved, especially game designers. AbstractEducational games (EG) as learning software have become more dominant in the educational industry and have gained immense popularity.
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