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)
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