Posts tagged game mechanics

Here are games that work well with arithmetic tasks. By “work well” I mean:

• Kenken (generic names calcudoku, mathdoku): calculation mechanics http://en.wikipedia.org/wiki/KEN-KEN
• Sudoku: number-placement, matching mechanics http://en.wikipedia.org/wiki/Sudoku
• Zuma (generic name Marble Lines; one of the most-played browser games): matching (similar or equivalent objects, such as fraction/decimal/percent), recognition mechanics http://www.coolmath-games.com/0-marblelines/index.html
• Tarsia: matching (similar or equivalent objects) jigsaw mechanic http://www.mmlsoft.com/index.php?option=com_content&task=view&id=9&Itemid=10
• Kakooma:  ”Where is Waldo?” mechanic for a number that is a sum (can be product) of other numbers http://kakooma.com/
• 24 game: make a target number http://www.24game.com/t-about-howtoplay.aspx
• Make 21 game: make a target number in every circle http://nlvm.usu.edu/en/nav/frames_asid_188_g_2_t_1.html?open=instructions&from=category_g_2_t_1.html
• Math Scrabble: build up equations out of pieces http://happypenguin.org/newsitem?id=7566

This is a comment at a LinkedIn conversation in Game-Based Learning (a closed group).

I have a few criteria I use. If game designers get these things right, most of the time everything else is good, too.

1. “No Jeopardy” rule: Game mechanics are intrinsically related to target concepts.
2. “No drill” rule: Players can make better or worse strategic choices with engaging in-game consequences, rather than being told they answered a question wrong.
3. “Conceptual reward” rule: Players understand something bigger, better and at a whole different conceptual level about the target concepts from the strategy of the game, than they do from the tactics (individual steps).

99% of learning game designers can’t manage to pass these criteria.

Part 1:

Game mechanics are metaphoric structures defining actions, objects and their relationships within the gameplay.
Intrinsic game mechanics in learning games use the same metaphors that define concepts the players are studying.

The practical framework for designing intrinsic mathematical learning games stems from the above definitions.

1. Identify the target concept
2. Analyze the concept to find a mathematical metaphor for it
3. Model the metaphor in particular objects and actions
4. Match game mechanics to the model
5. Compose the game out of mechanics

Let’s use the framework to analyze a few math games from the same conceptual field, the coordinate plane. In the first two examples, you can see how the same metaphor can lead to different game mechanics, when modeled differently.

1. Concept: Coordinates
2. Metaphor: Ordered pairs (of qualities)
3. Objects and actions: A grid with qualities constant within each row and each column; finding positions, cell entries, or labels of the grid by other known data
4. Game mechanic: Matching objects with a given pair of qualities to a position in the grid
5. Game: Zoombinis Mudball Wall

1. Concept: Coordinates
2. Metaphor: Ordered pairs (of numbers)
3. Objects and actions: A grid with numbers constant along each vertical and horizontal line; finding positions or labels of the grid by other known data
4. Game mechanic: Walking to a safe position on the grid
5. Game: Robot and Maze

1. Concept: Graphs of linear functions
2. Metaphor: A (laser?) ray
3. Objects and actions: A line going through a particular point, with a particular slope, aiming for particular positions in space
4. Game mechanic: Optimizing line position to hit as many of the targets as you can
5. Game: Green Globs

Visit Math Future Game Design Group for more ideas and discussions.

Game mechanics are metaphoric structures defining actions, objects and their relationships within the gameplay.