“ The use of computer games technology and content in serious applications
is one that has grown over the last few years. That's not surprising given the
major revenue stream that many predict such applications may offer… Government
too is starting to consider the potential of using games content and technology
to help deliver our policy aims. ” -Lord Sainsbury,
London Computer
Games Summit, 04 October 2006
“
The potential (for games-based learning) is huge and remains
largely untapped. For example, in educational applications
alone International Data Corporation, the IT market research
company, predicts that about 40 per cent of the US corporate
e-learning market will use simulations by 2008 and estimates
the market will be worth $10.8bn (£6bn) by 2007.” -
Source Financial Times, September 2005.
“ Recent research by the London Institute of Education concluded that games
have a valid place in the classroom. "Games teach life skills such as decision
making, problem solving," said Martin Owen, at Futurelab. Mr. Owen said
games could also help children make quick assessments of situations and learning
by trial and error. ” – Source
BBC Online, January 2005.
Engagement
and motivation in games development processes
In 2005, Becta commissioned researchers from the University of Bolton to
interview representatives of four games development companies.
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Games development processes are more
formalised and structured along generally accepted
project management principles than the popular image
of games developers implies. There are clear similarities
between the processes and roles utilised by both games
developers and education developers.
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Having a strong knowledge and experience of playing
and examining games is an important part of creating
and refining new games. The product design of games-based
learning should include developers with a good knowledge
of games.
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In creating products which are engaging and motivating,
games developers see factors such as celebrity licences
and good marketing as just as important as good software
design. The role of these ‘entertainment’ factors
needs to be accounted for when assessing the potential
value of games-based approaches for learning.
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While there are important factors in games (such
as cutting-edge graphics) that involve high development
costs, there are other factors which rely more on experience
and skilled design than access to expensive resources.
These factors include techniques for structuring goals
and rewards to create positive feedback loops which
can increase motivation and engagement. |
