Game design: the mapping of cognitive task analysis and game discourse analysis in creating effective and entertaining serious games

Abstract

Motivation -- Game design and instructional design have to be reconciled in order to create effective and engaging serious games. However, a methodology for this purpose is not yet available. Research approach -- Such a methodology should meet two requirements. It should provide (1) a taxonomy of categories that can be used to describe both information related to learning objectives (e.g., cognitive skills) and information describing the dynamics of the game, (2) guidelines to trigger learning naturally in the game. Findings/Design -- Our proposed methodology comprises two stages. First, a cognitive task analysis (CTA) is made of the task or the domain that has to be learned. Second, the information of this analysis has to be integrated with game-related information elements using our Game Discourse Analysis (GDA). We developed a taxonomy of information elements, types of relations and aggregates of information elements which form the tools for the GDA. We showcase the methodology in the domain of triage. In addition, we present two pilot studies to validate our claims. Research limitations/Implications -- Although the two pilot studies provide some evidence for our claims, more research is needed. Originality/Value -- Currently, the community of (serious) games designers lacks an instrument to design engaging serious games, to communicate about these games and to make comparisons between serious games. Our methodology fills in this gap. Take away message -- Serious game design requires a methodology (GDA) that enables designers to describe, visualize, understand and manipulate the information flow in games in order to create effective and engaging serious games.