Casual Games – Best Practices

References provided in Literature Section

• Select content that is important (Gredler, 1996)
• Keep the game easy to understand and interesting but not distort the learning process (Gredler, 1996)
• Students should not lose points for wrong answers (Gredler, 1996)
• Games should not be zero-sum exercises but recognize the learning gains of all participants (Gredler, 1996)
• Allow players to have the option to makes things happen by actively engaging (Gee, 2007)
• Allow players to modify the game to his own learning style or level of difficulty (Gee, 2007)
• Players progresses through the game level of difficulty in an organized progression (Gee, 2007)
• Offer challenges and feedback in a way that makes the player feel the outcome is achievable (Gee, 2007)
• Keep the game fair and provide levels of depth (Gee, 2007)
• Card games are good for memorization, concept matching, pattern recognition (Oblinger, 2006)