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A Guide to Designing Curricular GamesFair Game: Designing Quests

A Guide to Designing Curricular Games: Fair Game: Designing Quests [Chapter 6 distinguishes between problems and puzzles and helps the reader think through designing particular ones for his or her game. In doing so, the chapter explores various types of scaffolding and how scaffolding can best be used to support learning so all students can be challenged (Mind in Society, Harvard University Press, Cambridge, MA, 1980), thus keeping students in a state of flow (Flow: The psychology of optimal experience, Harper & Row, New York, 1990). This chapter also discusses different levels within a game and matches them with types of knowledge as well as possible gateways to the different levels.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Guide to Designing Curricular GamesFair Game: Designing Quests

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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2017
ISBN
978-3-319-42392-0
Pages
159 –225
DOI
10.1007/978-3-319-42393-7_6
Publisher site
See Chapter on Publisher Site

Abstract

[Chapter 6 distinguishes between problems and puzzles and helps the reader think through designing particular ones for his or her game. In doing so, the chapter explores various types of scaffolding and how scaffolding can best be used to support learning so all students can be challenged (Mind in Society, Harvard University Press, Cambridge, MA, 1980), thus keeping students in a state of flow (Flow: The psychology of optimal experience, Harper & Row, New York, 1990). This chapter also discusses different levels within a game and matches them with types of knowledge as well as possible gateways to the different levels.]

Published: Oct 20, 2016

Keywords: Video Game; Game Play; Game Designer; Declarative Knowledge; Game World

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