Deconstructing Candy Crush: what instructional design can learn from game design

Deconstructing Candy Crush: what instructional design can learn from game design Purpose– The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach– Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings– Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments. Research limitations/implications– This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others. Practical implications– The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes. Originality/value– No published research exists that connects game design and course design in this fashion. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Deconstructing Candy Crush: what instructional design can learn from game design

Loading next page...
 
/lp/emerald-publishing/deconstructing-candy-crush-what-instructional-design-can-learn-from-B04Oy9iq7B
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
D.O.I.
10.1108/IJILT-09-2014-0019
Publisher site
See Article on Publisher Site

Abstract

Purpose– The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach– Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings– Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments. Research limitations/implications– This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others. Practical implications– The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes. Originality/value– No published research exists that connects game design and course design in this fashion.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Jun 1, 2015

There are no references for this article.

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off