Abstract
That games can be used to teach specific content has been demonstrated numerous times. However, although specific game features have been conjectured to have an impact on learning outcomes, little empirical research exists on the impact of iterative design on learning outcomes. This article analyzes two games that have been developed to train an adult audience to recognize and avoid relying on six cognitive biases (three per game) in their decision making. The games were developed iteratively and were evaluated through a series of experiments. Although the experimental manipulations did not find a significant impact of the manipulated game features on the learning outcomes, each game iteration proved more successful than its predecessors at training players. Here, we outline a mixed-methods approach to postmortem game design analysis that helps us understand what might account for the improvement across games, and to identify new variables for future experimental training game studies.
Highlights
Researchers have long argued that digital games are uniquely suited for teaching and training users [1,2,3]
We conducted qualitative analyses of our design changes and decisions, a content analysis of game segments across each iteration, and quantitatively analyzed the language used in the games. These analyses demonstrate the utility of a mixed-method postmortem analysis and an iterative design process, supporting some of the currently proposed best practices in training game design, and suggesting new variables for future experimental research
Revisiting our research questions, the major changes made throughout the iterative design
Summary
Researchers have long argued that digital games are uniquely suited for teaching and training users [1,2,3]. In three of the experiments for each game, we created multiple versions of the games to test the impact of specific game features, including character customization, narrative, and rewards, on learning outcomes. None of these experimental manipulations, appeared to affect the impact of the games. At the end of the development process, we were left with the question of what design changes led to the final iteration of each game being the most effective, given that the variables that were manipulated based on existing educational and gaming training theories did not impact outcomes
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