The Ludo-Learning Matrix: A Framework for Understanding Learning in Games

Abstract

Games have been widely recognized as methods of making learning more engaging. This has proven to be very attractive to those attempting to get complex fields such as cybersecurity training to a wider audience. Unfortunately, there is a failure to understand that each type of game serves a different educational purpose, leading to the situation where the games are being selected incorrectly and are failing to fulfill their promise. To address this issue, key concepts in learning and games were identified from the literature and then operationalized into an analytical framework. The concepts of player agency, message broadcasting, the transfer of learning and the type of challenges present in the game were selected. This generated a framework that is player-focused rather than content-focused and could be applied to any potential learning game. To validate the framework, three cybersecurity games were selected and analyzed using a ludo-textual approach. Cyberciege, a single player game aimed at university students, Spoofy, a kids’ web browser game and Tallinn Soldier, a seminar wargame, were selected to give as wide a sample as possible. The paper goes on to report on the results of the analysis and discuss how this may be used to examine and design learning games for cybersecurity in the future. Each of the selected games focus on different mechanisms for learning and engagement, highlighting the design tradeoffs that were made in the creation of the game. The proposed analytical framework can be applied not just to cybersecurity training games but theoretically to understanding any game that has learning as its objective.