Capstone Research: Heny Ellington's "How to Design Educational Games and Simulations"

Today's research was about something different than the last few posts. Instead of researching theory about games and culture or the societal effects of video games, I read about when it is appropriate to design a new card, board, or role-playing game and some ways to go about it.

Ellington's article deals with creating a game for educational purposes, but the overall principles he writes about work for my zombie-themed board game as well.

In the first part of his article, Ellington makes the point that it is not always necessary to create a whole new game. He argues that sometimes it is more prudent and cost-effective to use a game that already exists or tweak another person's idea rather than start from scratch. This may be true in the realm of education, and could work in my case, however, the audience Ellington writes for is not getting a grade for their game.

Ellington writes that once the need for a new game is established, the content of the game should be chosen. He gives the example of a chemistry simulation for a science classroom in which students can better understand different types of chemical reactions as one possibility for game content. Ellington also mentions that game content may be much more broad and abstract. Things such as interpersonal skills, interpretation of the ideas of others, and decision making skills could be the focus of content for other games.

I already have my content chosen, but I could use Ellington's descriptions to fine-tune what I have brainstormed already and narrow some things down.

The next step in the process of game creation, according to Ellington, is choosing a format for the game. Ellington describes four main formats:

• Simple manual exercise: This type of game or simulation does not involve the use of cards, boards, or computers. The only materials needed are role assignment sheets and a sheet describing the objective(s) of the game. This is a role-playing exercise.
• Card game: This game or simulation involves the use of a specialized pack or packs of cards.
• Board game: In this type of game or simulation, players use a specially designed surface (game board).
• Computer-based exercise: This game or simulation involves the use of a computer. (Ellington describes it in some really old-school terms. This was published in 1987.)

In regards to these formats, Ellington writes, "In choosing the format for your exercise, your aim should be to decide which of the various possible formats would be best suited to serve as a vehicle for achieving your selected design outcomes, using the content that you have provisionally selected, and bearing in mind the constraints of your individual situation". Basically, Ellington is telling his colleagues to choose the game format that will best suit their content and goals, but not to get ahead of themselves in what they can do. He makes the point that no matter how much someone might like to make a computer game, if they do not have the knowledge or the programming skills to make one, it's not worth their time and effort to do so.

Ellington goes on to discuss different structures for how players interact and how gameplay will flow. He provides useful diagrams for each type of structure. Choosing this is the next step in creating a game.

Ellington also discusses prototyping, a step that I will definitely need to take before I make the final version of my game.

I learned a lot from this article and will definitely be referring back to it throughout this project.

Citation:

Ellington, Henry. "How to Design Educational Games and Simulations. Teaching and Learning in Higher Education, 19." (1987): 1-19. Http://www.eric.ed.gov/PDFS/ED289502.pdf. ERIC. Web. 24 Jan. 2011.