This article presents a game analysis instrument for the identification and evaluation of gameplay information flows which may promote the development of complex problem-solving capabilities. Complex problem-solving is essential to foster the sustainable development of our global world, addressing our needs while at the same time ensuring that future generations will be able to address their own. Learning for sustainable development should be a central focus of contemporary education, and games can be valuable learning environments for the advancement of complex problem-solving capabilities. Players’ engagement in complex problem-solving processes depends on contents, function, timeliness and amount of gameplay information available to them. Hence, the instrument presented in this article was developed to capture functionality and properties of gameplay information flows key to engage in and interpret complex problem-solving situations. The instrument is based on a model of gameplay as a contextualised activity process driven by meaning-making, developed integrating perspectives from complex problem-solving theory and constructivism learning theory. An exploratory test of the instrument was carried out through a case study based on the game Stop Disasters. Results suggest that the instrument allows to comprehensively evaluate suitability of gameplay information flows to engage players in complex problem-solving situations, and foster complex problem-solving capabilities. The instrument can support the analysis of existing games, as well as the design of new games. Hence, it can be a comprehensive and valuable tool for researchers, developers and educators involved in projects concerning sustainability and game-based learning.

An analysis instrument for gameplay information flows supporting sustainability complex problem-solving / Gyaurov, D.; Fabricatore, C.; Lopez, X.. - (2019), pp. 863-871. [10.34190/GBL.19.171]

An analysis instrument for gameplay information flows supporting sustainability complex problem-solving

Gyaurov D.;
2019

Abstract

This article presents a game analysis instrument for the identification and evaluation of gameplay information flows which may promote the development of complex problem-solving capabilities. Complex problem-solving is essential to foster the sustainable development of our global world, addressing our needs while at the same time ensuring that future generations will be able to address their own. Learning for sustainable development should be a central focus of contemporary education, and games can be valuable learning environments for the advancement of complex problem-solving capabilities. Players’ engagement in complex problem-solving processes depends on contents, function, timeliness and amount of gameplay information available to them. Hence, the instrument presented in this article was developed to capture functionality and properties of gameplay information flows key to engage in and interpret complex problem-solving situations. The instrument is based on a model of gameplay as a contextualised activity process driven by meaning-making, developed integrating perspectives from complex problem-solving theory and constructivism learning theory. An exploratory test of the instrument was carried out through a case study based on the game Stop Disasters. Results suggest that the instrument allows to comprehensively evaluate suitability of gameplay information flows to engage players in complex problem-solving situations, and foster complex problem-solving capabilities. The instrument can support the analysis of existing games, as well as the design of new games. Hence, it can be a comprehensive and valuable tool for researchers, developers and educators involved in projects concerning sustainability and game-based learning.
9781912764389
Proceedings of the 13 European Conference on Games-based Learning
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2937656