A GAME DESIGN METHOD FOR LEARNING BUILT ON

HIERARCHICALLY STRUCTURED COMPONENTS

Heide Lukosch1, Roy van Bussel2, Sebastiaan Meijer1,3
1Delft

University of Technology (Netherlands)

2Kenteq b.v. (Netherlands)
3 KTH Royal Institute of Technology, (Sweden)
h.k.lukosch@tudelft.nl, roy.van.bussel@kenteq.nl, smeijer@kth.se

Abstract
Research has proven the usefulness of serious gaming for learning through advancing motivation by
its combination of visuals, audio, text, and entertaining elements. Nevertheless, a broadly accepted,
practical instructional design approach to serious games does not yet exist, especially for vocational
education. The authors introduce a new game design model built upon Four Components Instructional
Design (4C/ID), developed for this massive field of education, and argue some advantages compared
to other design approaches. The 4C/ID approach focuses on supporting problem-solving oriented
learning, which is closely related to the concept of experiential learning within a serious game. It aims
for the integrated and coordinated performance of learning tasks, which are strongly connected to the
work floor. This concept strives at decreasing motivational barriers within the target group on different
levels. First, the gaming elements work motivating, because they add fun to the classroom activities
and students experience a positive competition amongst each other. Secondly, the close connection
between what is learned within the game and assignments outside of the game creates an authentic
learning environment that directly illustrates the usefulness of the theoretical knowledge that is applied
within the game. Thirdly, the structured and nested approach of simple and complex tasks within the
game provides a varied environment to gather complex learning skills.

Keywords: Simulations, Gaming, Instructional Design.

INTRODUCTION

A recent study shows that many vocational programs focus on the acquisition of technical skills,
together with providing the underlying knowledge needed in the workplace, but that still less is known
about the transfer mechanisms of these skills and knowledge from class to practice [1]. As earlier
pedagogy (e.g. the psychological behaviorist Skinner [2]) saw learning as a kind of adoption, more
recent concepts approach learning as participation [3]. In this understanding, learning works well
between more and less experienced students and is always situated in a certain context. This concept
is also known as the theory of social constructivism, with its roots in the 1970 [4]. The crucial
difference to other didactical concepts is the understanding that knowledge is always constructed
within a social context, thus that knowledge construction is a social activity.
Our own game design work includes the conclusions of this theory into an operational game and
associated design approach. The game we designed, developed and implemented, aims to motivate
students in technical vocational education and to support the transfer of theoretical knowledge and
practical skills with providing information through playing the game in- and outside of the classroom.
As social constructivism is a rather theoretical approach, we were looking for a practical translation
into a didactical design. We found a useful approach in the 4 components instructional design (4C/ID),
an approach that already proved its usability for more traditional learning activities in vocational
education [5]. Based on this approach, a game with different, hierarchically structured components
has been developed, applied and tested.
The first application of the game design approach is presented in mechanics mechatronics education
illustrating the close match of timing and provision of information that the instructional design model
prescribes and how this has been translated to a hierarchically structured serious game design. An
experimental test phase with about 100 students of different schools has been accomplished in early
Summer 2012. The game is evaluated with help of questionnaires, observations and log data from the
game itself. First outcomes are that the game is capable to keep students playing for at least one

whole day, and that the nested structure of assignments works well for fostering the learning progress
from simple to more complex tasks.
The relationship between the two parts of play within the game, a workshop and a leisure park, is
useful for keeping the students engaged in the core tasks where application of theoretical knowledge
is needed. The paper presents and discusses the results of the tests regarding the game itself and the
game design method. The discussion leads us to further research questions In the following section,
we introduce the 4C/ID approach and how this has been translated to a game design. In Section 3, we
describe the research method and test setting of the game. We show the outcomes of the tests in
Section 4, which we discuss in Section 5. In Section 6, we draw our conclusions.

THE KENTEQ CRAFT GAME

The first domain of application for the game developed is the mechatronics program, a coherent
program with components from metal works, electronics, pneumatics, hydraulics and
logic/programming. Typically, the students find work as construction or service operation employee
afterwards. The current curriculum within this education is a combination of theoretical classes, taught
in traditional classroom setting by a teacher, and practical classes in a learning work shop setting that
has all machines available. Experienced specialists accompany the students during the practical
classes.
The Craft Game has been developed with a participatory design approach, involving the participating
roles of designing a game for instruction from the beginning on. The project is lead by a Centre of
Expertise, which involved a research organization, and a serious gaming studio. The Centre of
Expertise brings in the knowledge of what to teach to whom, the research organization the knowledge
of design theory and evaluation, and the studio the design and technical know-how. The user group is
involved in early stage with the tests we describe is section 3.
The projects aim is to deliver a game that lasts for 2 years, complementing the full vocational
education curriculum of mechatronics with 400 hours of playing the game. The game developed is
meant to replace a large part of the traditional theoretical classes by providing an active virtual
environment. This environment represents realistic work places next to a more game-like part, where
the students can make use of their work pieces for building a roller coaster. The game provides
different sources of information at the time needed for the current assignment, delivered in an
appropriate format. An interesting game play should facilitate the constant participation of the students
during 2 years. The practical classes will not be replaced, but strongly related to and enriched with
content from the game. The main idea is that the student plays one level in the game, where he or she
gets the theoretical information that is needed for one particular project, for example drilling. For
example, the game provides information on different material and how machines have to be adjusted
the right way for the materials. After successful completion of one project in the game the student
continues within the learning process in a real physical workshop to accomplish a comparable task
as in the game. This illustrates, that the whole game design does not only involve the game
environment, but a full hybrid blended learning environment, including coupling with reality to actually
facilitate the knowledge transfer.
For the design of the different projects and tasks and the presentation of information within the game,
we used the 4 components instructional design (4C/ID) approach [5] as structure for presentation of
information. The approach we follow in the design aligns closely with the Merrinboer 4C/ID model on
complex learning. Our design approach follows the structure of this model, but some changes are
made due to the specific needs of the target group.
The 4C/ID model focuses on the integration and coordinated performance of task-specific skills rather
than on knowledge types, context or presentation-delivery media [6]. In the design of the game, we
translate this to a focus on what the student has to do to successfully finish a construction assignment.
We created a hierarchically structured approach, in which any construction assignment can be split up
to singular actions of the order of magnitude like select the correct size of bolt or screw bolt X on
screw Y. Figure 1 shows the nested design of Project, Task, Assignment, Procedure and Step.

Figure 1: Nested structure of game assignments

Moreover, 4C/ID provides a difference between supportive information for non-routine actions and
just-in-time or procedural information, focusing on the performance, not on knowledge [6]. In the game
design there is a plethora of sources of information available. At the level of the Project, Task and
Assignment, the player can get supportive information for routine actions. This is background
information on for example the machine the player is currently working with. It is information that is
needed again and again for more than only one task. Figure 2 shows one example that explains how a
machine works and what purpose the distinct parts of the machine have.

Figure 2: Providing supportive information within the Craft Game

At the Procedure and Step level the player can get just-in-time, or so called procedural information.
These are pieces of information that facilitate single steps of actions, needed for one particular task.
As an answer to the specific learning needs of the target group, the game delivers not only texts, but
also complements the information with visual material. Figure 3 shows the combination of step,
information in the text and visual information. Additionally, the visual material is derived from real
workplaces, which strengthens the relationship between the virtual learning environment and the real
learning environment.

Figure 3: Providing procedural information within the Craft Game

In the definition of the procedures and steps the game designers set links to an existing expert system
for the mechatronics sector, so that currently available and validated information can be re-used in the
game. The aim of the combination of this part of the 4C/ID approach with knowledge patterns provided
by the expert system is not only to provide the information, but also to teach the players to think like
an expert. With the combination of supportive and procedural information, the player will get just
enough information just-in-time, which is prerequisite to the learning and performance of the students
[6] and where information can best be understood and used in practice [7].
Additionally, the 4C/ID approach recommends a mixture between more simple part-task and complex,
whole task practice to support whole-task learning [6]. Our game is also designed along such a
hierarchically structure, where the player navigates up and down through different complexity levels.
The game recognizes the skill level of the player and provides assignments in a step-by-step or in an
unguided fashion. The player can also choose one of these two player modes by himself.
Our approach to game design combines advantages of educational simulations with strengths of
serious games. The game consists of two parts, which are strongly related to each other. The more
educational, or simulation part of the game, represents a realistic work place of a mechanic
mechatronics. This part of the game environment is situated in a machine hall, containing all
machines, tools and materials a real workplace also includes. It shows a high level of physical and
functional fidelity. In the workplace, the students have to accomplish the projects that are designed
along the 4C/ID-model of complex learning. Strongly connected to the realistic workplace is the
playground of the whole system. In the playground, students can make use of the work pieces tailored
in the workplace. With accomplishing a task in the workplace, students will get a work piece or a
reward to be used in the playground. The playground represents a leisure park with several
attractions. Students can use their work pieces to develop their very own attractions like a roller
coaster with water sprayers and individually shaped courses. Rewards can be used to buy additional
pieces and components or to try out other students attractions. This combined design approach is
meant to answer the need of high functional and physical fidelity of a simulation game, simultaneously

combined with a motivating fun-part of the leisure park playground. Students always can enter and
individually create own content, thus turning into producers of the game instead of remaining simply
consumers of any learning content [8]. The useful rewards are working as immediate feedback and
thus also foster the motivation of the students [9].
A third part of the simulation game is meant to support student activity and navigation through the
simulation game, to foster group activities and to enable teachers to assess the learning progress.
This third part is called the profile page, which also functions as log-on page for the students. When
logging on, the student can view his or her progress within the game, thus has an overview of the
progress in the learning content. The student can choose whether he or she will progress with the next
step in the game or to re-do any level again. Moreover, the profile page shows how many credits the
student has collected for the playground. It will also provide access to a communication tool, like a
mail or chat function.

RESEARCH METHOD

In parallel to the game design, the research tools and methods have been developed. As for the
design of our study, we have chosen for a semi-experimental setting. We asked schools that conduct
the traditional and certificated trajectory of mechanics mechatronics 2-year education to participate in
the study. About 80 students were joining the test within their classes. The test persons were 15-17
years old, with 95% of them male.
The test was held for three days in a row in the participating schools. These schools have the facilities
and experienced teachers for theoretical classes, traditional classrooms, at their disposal, as well as
workplaces for practicing real work tasks. The project team delivered the necessary hard- and
software. On the first day, the participants had to conduct an assignment within the real workplace. On
day two, the students played the game the whole daylong. On the third day, the students again had to
work in the workplace, now with the background that was delivered through the game. It was planned
to also have a control group, which was meant to get traditional classroom teaching instead of the
game on the second day, but we could not find volunteers for doing so. Instead, we observed the
players behavior, conducted a pre- and post knowledge test, and asked the students to fill in a
questionnaire before and after playing the game. Additionally, the game itself logged data of players
behavior. To get something to know about learning effects of the game, the appropriate sequence of
steps to be made within one assignment was defined in advance and taught by the game. For
identifying learning effects, we are able to relate data from the real work tasks with data from the game
and analyze whether the right sequence has been followed or not.

OUTCOMES OF THE TEST

Data at this stage of our research has been derived from the pre- and posttest-questionnaires the
students were asked to fill in. For the pre-test we have a number of respondent of 79. About 70% of
the students were in the first year of the two-years education to become a mechanic mechatronics.
Only 6% does not play computer games for entertainment purposes, the majority of the students play
games monthly (19%), weekly (26%) or even daily (24%). On the other hand, the average of the
students do not have experience with serious gaming (82%). Most of the students seem to have a
distinct level of computer skills and affinity to games within education. About half of the students
expect the game to help improving their skills related to machine use, and expect to get the theoretical
information needed to do their work well (55%).
For the post-test questionnaire, the number of respondents was 67. Some students left classes earlier
or did not hand in the questionnaire. For about half of the students, the goal, rules and instructions of
the game were absolutely clear (52% resp. 49% resp. 46%). No student was of the opinion that the
goals, rules and instructions of the game remained unclear to him or her. The majority of the students
was neutral about the importance of the assignments in the game to the real work of a mechanic
mechatronics, which can be explained with their lack of experience in the working field. 75% of the
students measured the level of reality of the game as adequate. Almost the same number of students
found the game interesting and an immersive experience, and 67% would appreciate to have more
learning experiences like this game involved in their education.
From our observations during the test sessions, we can conclude that motivation of the students is
very high during the game. The students stayed playing the game in a very serious manner for at least
one whole day, asking afterwards for more game sessions. The game was to be played easily; only

few of the students had some trouble with the phrasing of assignments in the game. Thus, usability
(see for a definition of usability [10]) of the game is at an appropriate level for the target group. The
students actively used additional learning material, as tables of numbers they need for adjusting
machinery. As one student was stuck in an assignment, other students helped him or her out. After a
while playing the simulation part and getting enough rewards or work pieces from the assignments in
the workplace, the students began building the roller coasters, and showed the results to each other.
In the meanwhile, a website has been developed to publish roller coaster designs and to test them.

DISCUSSION OF THE RESULTS

The implementation of the Craft game in a semi-experimental setting shows that the game is an
appropriate means for teaching theoretical knowledge in the domain of mechanics mechatronics.
Playing the game motivates the students, and social learning is taking place within and outside of the
classroom. Most of the students do have experience with games for entertainment purposes, but are
not used to gaming in the educational setting. The game is well designed regarding its aims, rules and
instructions, and also its level of reality. The game is well embedded into the curriculum, as the
students had no problems to construct relations to additional learning material.
Our goal to find a way to motivate students in this domain to consecrate to the theoretical information
needed to conduct their work tasks worked out, at least for a shorter period of time, like one teaching
day. Furthermore, the development of a community-of-practice site, where players can interchange
the roller coaster experiences shows that the game motivates students beyond the borders of the
classroom.

CONCLUSIONS

From the first test results presented above, we can conclude that the hierarchically structured game
design, based upon the 4C/ID approach, is able to support learning activities and motivates students
to deal with theoretical information. The usability level of the game is appropriate for the target group,
its age and gender and experience with computer games.
Our further work will aim at analyzing all other data gathered from the test, as well as at designing
more game levels to be tested. With relating the predefined learning goals and appropriate sequence
of working steps with the real work of the students within the assignments, we will get deeper insights
into learning effects of the game. The long-term goal of our study is to develop a game based
curriculum for vocational education.

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