Balancing Play, Meaning and Reality: The Design Philosophy of LEVEE PATROLLER

Abstract

Most serious games have been developed without a proper and comprehensive design theory. To contribute to the development of such a theory, this article presents the underlying design philosophy of LEVEE PATROLLER, a game to train levee patrollers in the Netherlands. This philosophy stipulates that the design of a digital serious game is a multiobjective problem in which trade-offs need to be made. Making these tradeoffs takes place in a design space defined by three equally important components: (a) Play, (b) Meaning, and (c) Reality. The various tensions between these three components result in design dilemmas and trilemmas that make it difficult to balance a serious game. Each type of tension is illustrated with one or more examples from the design of LEVEE PATROLLER.

Architectures for Developing Multiuser, Immersive Learning Scenarios

“…Especially game design and instructional design need to move ahead from some misconceptions in both disciplines (Shelton & Wiley, 2007;Gunter et al, 2008, Kebritchi & Hirumi, 2008. Creating ILS requires considerable balanced thought and planning at every stage of design and production to match media with appropriate content, integrate and intertwine content closely with game play, and support learning through carefully crafted feedback (Gunter et al, 2008;Law & Kickmeier-Rust, 2009;Harteveld, Guimarães, Mayer, & Bidarra, 2010). Developers of educational games contend that immersiveness might ask for more frequent adaptation than on a task by task level.…”

Microgames for Situated Learning

“…The 'meaning' aspect is the aspect of the game that addresses the learning goal, the instructional technology and methods, and the transfer of the learning (Harteveld, Guimaraes, Mayer, & Bidarra, 2010). The 'reality' aspect relates to the representation of the actual system, involved actors and their decisions and actions, as well as the validity and fidelity of the game (Harteveld et al, 2010). The third aspect, 'play,' includes factors such as rules, engagement, fantasy, and fun (Harteveld et al, 2010).…”

“…It stresses that simulation games should be entertaining as well as meaningful and valid. The 'meaning' aspect is the aspect of the game that addresses the learning goal, the instructional technology and methods, and the transfer of the learning (Harteveld, Guimaraes, Mayer, & Bidarra, 2010). The 'reality' aspect relates to the representation of the actual system, involved actors and their decisions and actions, as well as the validity and fidelity of the game (Harteveld et al, 2010).…”

A framework for the design of computer-assisted simulation training for complex police situations

“…In the design of CAST for learning complex police situations Schön's perspective on reflective thinking was applied to focus attention on reflective possibilities in the design process of a local entry clearance search. There are, however, areas in the described framework that might need to be informed by other theories and models to achieve a clearer subject specific design, such as learning engagement factors (game engagement) (Whitton, 2010), or the design dilemma perspective (Harteveld, Guimares, Mayer, & Bidarra, 2009). The work performed so far is the development of a simulator prototype for single patrol search where students can, preferably in groups, act and discuss action strategies to enable reflectionin-action (peers can enhance subject specific reflections).…”