Skip to main content
Log in

Engaging by design: How engagement strategies in popular computer and video games can inform instructional design

  • Development
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Computer and video games are a prevalent form of entertainment in which the purpose of the design is to engage players. Game designers incorporate a number of strategies and tactics for engaging players in “gameplay.” These strategies and tactics may provide instructional designers with new methods for engaging learners. This investigation presents a review of game design strategies and the implications of appropriating these strategies for instructional design. Specifically, this study presents an overview of the trajectory of player positioning or point of view, the role of narrative, and methods of interactive design. A comparison of engagement strategies in popular games and characteristics of engaged learning is also presented to examine how strategies of game design might be integrated into the existing framework of engaged learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aarseth, E. (2001). Computer game studies, Year one.Game Studies: The International Journal of Computer Game Research,1(1), [Online] Available: http://www.gamestudies.org/0101/editorial.html

  • Adams, E. (2001). Replayability, Part One: Narrative.Gamasutra, 05.21.01. [Online] Available: http://www.gamasutra.com/features/20010521/adams_01.htm.

  • Adams, E. (2003). Defining the physical dimension of a game setting.Gamasutra, 04.30.03. [Online] Available: http://www.gamasutra.com/features/20030430/adams_01.shtml

  • Alessi, S. M., & Trollip, S. R. (1991).Computer-based instruction: Methods and development. Englewood Cliffs, N.J.: Prentice Hall.

    Google Scholar 

  • Barrows, H. S. (1986). A taxonomy of problem-based learning methods.Medical Education, 20, 481–486.

    Article  Google Scholar 

  • Bell, J. (1999). The biology labs on-line project: Producing educational simulations that promote active learning.Interactive Multimedia Electronic Journal of Computer-Enhanced Learning,1(2), [Online] Available: http://imej.wfu.edu/articles/1999/2/index.asp

  • Bell, P., Davis, E. A., & Linn, M. C. (1996). The knowledge integration environment: Theory and design. InProceedings of the Computer Supported Collaborative Learning Conference (CSCL '95: Bloomington, IN) (pp. 14–21). Mahwah, NJ: Lawrence Erlbaum Assoc.

    Google Scholar 

  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palinscar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning.Educational Psychologist, 26, 369–398.

    Article  Google Scholar 

  • Bowman, R. F. (1982). A “Pac-Man” theory of motivation: Tactile implications for classroom instruction.Educational Technology, 22(9), 14–17.

    Google Scholar 

  • Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Sprio (Eds.),Cognition, education and multimedia. Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Bricken, M. (1991). Virtual worlds: No interface to design. In M. Benedikt (Ed.),Cyberspace: First steps (pp. 363–382). Cambridge, MA: MIT Press.

    Google Scholar 

  • Bricken, M., & Byrne, C. M. (1994). Summer students in virtual reality: A pilot study on educational applications of virtual reality technology. In A. Wexelblat (Ed.),Virtual reality: Applications and explorations (pp. 199–218), Boston, MA: Academic.

    Google Scholar 

  • Bricken, W. (1990).Learning in virtual reality. (HITL-TR-M-90-5). Seattle, WA: Human Interface Technology Laboratory.

    Google Scholar 

  • Bringsjord, S. (2001). Is it possible to build dramatically compelling interactive digital entertainment (in the form, e.g., of computer games)?The International Journal of Computer Game Research,1(1), [Online] Available: http://www.gamestudies.org/0101/bringsjord/index.html.

  • Bruckman, A. (1993). Community support for constructivist learning.Computer Supported Cooperative Work, 7, 47–86.

    Article  Google Scholar 

  • Bruckman, A. (1997).MOOSE Crossing: Construction, community, and learning in a networked virtual world for kids. Doctoral dissertation, MIT.

  • Bruckman, A., & Resnick, M. (1995). The Mediamoo project: Constructivism and professional community.Convergence, 1(1), 94–109.

    Article  Google Scholar 

  • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Carson, D. (2000). Environmental storytelling: Creating immersive 3D worlds using lessons learned from the theme park industry.Gamasutra, [Online] Available: http://www.gamasutra.com/features/20000301/carson_pfv.htm

  • Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition.Educational Researcher, 19(6), 2–10.

    Article  Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design.Educational Technology Research and Development, 40(1), 65–80.

    Article  Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited.Educational Technology, 33(3), 52–70.

    Google Scholar 

  • Conle, C. (2003). An anatomy of narrative curricula.Educational Researcher, 32(3), 3–15.

    Google Scholar 

  • Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation.Educational Psychologist, 18(2), 88–108.

    Google Scholar 

  • Crawford, C. (2003).Chris Crawford on game design. Indianapolis, IN: New Riders Publishing.

    Google Scholar 

  • Csikszentmihalyi, M. (1990).Flow: The psychology of optimal experience, New York: Harper & Row.

    Google Scholar 

  • Csikszentmihalyi, M., & Lawson, R. (1980). Intrinsic rewards in school crime. In M. Verble (Ed.),Dealing in discipline. Omaha: University of Mid-America.

    Google Scholar 

  • Dede, C. (1995). The evolution of constructivist learning environments: Immersion in distributed, virtual worlds.Educational Technology, 35(5), 46–52.

    Google Scholar 

  • Dede, C. (2000). Emerging influences of information technology on school curriculum.Journal of Curriculum Studies, 32(2), 281–303.

    Article  Google Scholar 

  • Dede, C., Salzman, M. C., & Loftin, R. B. (1996). Science space: Virtual realities for learning complex and abstract scientific concepts. InProceedings of IEEE Virtual Reality Annual International Symposium (pp. 246–253). New York: IEEE Press.

    Chapter  Google Scholar 

  • Dickey, M. D. (2003).An investigation of computer gaming strategies for engaged learning. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.

  • Dodge, B. J. (1995). WebQuests: A structure for active learning on the World Wide Web.The Distance Educator,1(2).

  • Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.),Handbook of research for educational communications and technology (pp. New York: Macmillan.

    Google Scholar 

  • Egan, K. (1988).Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. London: Althouse Press.

    Google Scholar 

  • Eisner, E. W. (1998).The enlightened eye: Qualitative iinquiry and the enhancement of educational practice. New Jersey: Prentice Hall.

    Google Scholar 

  • Entertainment Software Association. (2004).Demographic information. [Online] Available: http://www.theesa.com/pressroom.html

  • Ertmer, P. A., & Quinn, J. (1999).The ID casebook: Case studies in instructional design. Columbus, OH: Merrill.

    Google Scholar 

  • Frasca, G. (2001). Ludology meets narratology: Similitude and differences between (video) games and narrative.Ludology.org Game Theory. [Online] Available: http://www.jacaranda.org/frasca/ludology.htm

  • Freeman, D. (2002). Four ways to use symbols to add emotional depth to games.Gamasutra, 07.24.02. [Online] Available: http://www.gamasutra.com/features/20020724/freeman_01.htm

  • Freeman, D. (2003).Creating emotion in games. (Prepublication galley proof). Indianapolis, IN: New Riders.

    Google Scholar 

  • Frye, B., & Frager, A. M. (1996). Civilization, colonization, SimCity: simulations for the social studies classroom.Learning and Leading with Technology.24(2). 21–23, 32.

    Google Scholar 

  • Gard, T. (2000). Building character.Gamasutra. 06.20.00.[Online] Available: http://www.gamasutr a.com/features/20000720/gard_01.htm

  • Gredler, M. E. (1992).Designing and evaluating games and simulations: A process approach. London: Kogan Page.

    Google Scholar 

  • Gredler, M. E. (1996). Educational games and simulations: A technology in search of a (research) paradigm. In D. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan.

    Google Scholar 

  • Hall, K. (1998).TIENET: Technology in Education Network. [Online] Available: http://www.hurcules.coe.ohio-state.edu.

  • Hancock, H. (2002). Better game design through cutscenes.Gamasutra. 04.02.02. [Online] Available: http://www.gamasutra.com/features/20020401/hancock_01.htm

  • Hannafin, M. J., & Peck, K. L. (1988).The design, development and evaluation of instructional software, New York: Macmillan.

    Google Scholar 

  • Horn, R. E., & Cleves, A. (1980).The guide to simulations/games for education and training. Beverly Hills, CA: Sage Publications.

    Google Scholar 

  • Howland, G. (2002). Balancing gameplay hooks. In F. D. Laramée (Ed.)Game design perspectives. Hingham, MA: Charles River Media. (pp. 78–84).

    Google Scholar 

  • Interactive Digital Software Association (IDSA). (2002).Essential fucts about the computer and video game industry. [Online] Available: http://www.idsa.com

  • Jakobsson, M., & Taylor, T. L. (2003). The Sopranos meets Everquest: Social networking in massively multiuser networking games.Melbourne DAC, the 5th International Digital Arts and Culture Conference. Melbourne, Australia.

  • Jenkins, H. (2002).Game design as narrative architecture. [Online] Available: http://web.mit.edu/21fms/www/faculty/henry3/games&narrative.html#1

  • Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.)Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform.North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm

  • Julian, M., Kinzie, M., & Larsen, V. (1998).The chronicles of rocket boy. [Online] Available: http://curry.edschool.virginia.edu/go/ITcases/Chronicles/

  • Julian, M. F., Larsen, V. A., & Kinzie, M. B. (1999).Compelling case experiences: Challenges for emerging instructional designers. Paper presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Houston, TX

  • Juul, J. (1998).A clash between game and narrative. Paper presented at the Digital Arts and Culture conference. Bergen, Norway.

  • Juul, J. (2001). Games telling stories?—A brief note on games and narratives.Game Studies: The International Journal of Computer Game Research 1(1). [Online] Available: http://www.gamestudies.org/0101/juul-gts/

  • Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning.Educational Technology 38(5), 20–23.

    Google Scholar 

  • Laramée, F. D. (2002).Game design perspectives. Hingham, MA: Charles River Media. (p. 267).

    Google Scholar 

  • Laurillard, D. (1998) Multimedia and the learner's experience of narrative.Computers in Education 31, 229–243.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991).Situated learning. New York, Cambridge University Press.

    Google Scholar 

  • Malone, T. W. (1981a). Toward a theory of intrinsically motivating instruction.Cognitive Science 4, (333–369).

    Article  Google Scholar 

  • Malone, T. W. (1981b). What makes computer games fun?BYTE.

  • McLellan, H. (1993). Hypertextual tales: Story models for hypertext design.Journal of Educational Multimedia and Hypermedia, 2, 239–260.

    Google Scholar 

  • Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities.Journal of Educational Psychology, 80(4). 514–523.

    Article  Google Scholar 

  • Miller, L., Dhaika, M., & Groppe, L. (1996). Girls preferences in software design. Insights from a focus group.Technology and Electronic Journal the 21st Century [Online] Available: MILLER IPCTV4N2 on LISTSERV@LISTSERVE.GEORGETOWN.EDU.

  • Miller-Lachmann, L., Jones, M. V., Stone-Farina, J. A., DeLaoch, K., & Kloten, G. (1995). Exploring America in computer simulation games.Multicultural Review, 4(3), 44–46, 48–52.

    Google Scholar 

  • Onder, B. (2002). Storytelling in level-based game design. In F. D. Laramée (Ed.),Game design perspectives. Hingham, MA: Charles River Media.

    Google Scholar 

  • Pahl, R.H. (1991). Finally a good way to teach city government! —A review of the computer simulation game “SimCity”.The Social Studies 82(4), 165–166.

    Article  Google Scholar 

  • Pedersen, R.E. (2003).Game design foundations, Plano, TX: Worldware Publishing Inc; (p. 202).

    Google Scholar 

  • Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M. Duffy & D. H. Jonassen (Eds.),Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Polkinghorne, D. E. (1988).Narrative knowing and the human sciences. Albany: State University of New York Press.

    Google Scholar 

  • Prensky, M. (2001).Digital game-based learning. New York: McGraw-Hill.

    Google Scholar 

  • Provenzo, E. F. (1991).Video kids: Making sense of nintendo. Cambridge, MA Harvard University Press.

    Google Scholar 

  • Riddle, J. (2002). Cameras and Point-of-view in the gamespace. InSIGGRAPH2002 Proceedings, ACM, 155. San Antonio, TX.

  • Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games.Educational Technology Research and Development, 44(2), 43–58.

    Article  Google Scholar 

  • Riner, R. D. (1996). Virtual ethics Virtual reality.Futures Research Quartery, 12(1), 57–70.

    Google Scholar 

  • Riner, R. D., & Clodius, J. A. (1995). Simulating future histories: The NAU solar system simulation & mars settlement.Anthropology & Education Quarterly, 21(2), 121–127.

    Google Scholar 

  • Rollings, A., & Adams, E. (2003).Game design. (Prepublication galley proof). Indianapolis, IN: New Riders.

    Google Scholar 

  • Rouse, R. (2001).Game design: Theory and practice. Plano, TX: Worldware Publishing, Inc. (p. 232).

    Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1995). Problem based learning: an instructional model and its constructivist framerwork.Educational Technology, 35(5), 31–38.

    Google Scholar 

  • Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments.Journal of Educational Computing Research, 5(1), 51–68.

    Google Scholar 

  • Schell, J. (2003). Story and gameplay are one. InGame Developers Conference Proceedings, San Jose, CA.

  • Schlechty, P. C. (1990).Schools for the 21st century: Leadership imperatives for educational reform. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Schlechty, P. C. (1997).Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one.Educational Researcher, 27(2), 4–13.

    Article  Google Scholar 

  • Shneiderman, B. (1992). Education by engagement and construction: A strategic education initiative for the multimedia renewal of American education, In E. Barrett (Ed.),Sociomedia: Hypermedia, multimedia and the social construction of knowledge, Cambridge, MA: MIT Press.

    Google Scholar 

  • Shulman, L. S. (1992). Toward a pedagogy of cases. In J. Shulman (Ed.),Case methods in teacher education. New York: Teachers College Press.

    Google Scholar 

  • Sikora, D. (2002). Storytelling in computer games. In F. D. Laramée (Ed.),Game design perspectives. Hingham, MA: Charles River Media.

    Google Scholar 

  • Squire, K. (2002). Cultural framing of computer/video games,Game Studies: The International Journal of Computer Game Research. Available: http://www.game studies.org/0102/squire/

  • Teague, M., & Teague, G. (1995). Planning with computers: A social studies simulation.Learning and Leading with Technology, 23(1), 20–22.

    Google Scholar 

  • Thomas, J. W. (2000).A review of research on project-based learning. [Online] Available: http://www.auto desk.com/foundation.

  • Turkle, S. (1995).Life on the screen: Identity in the age of the internet: Simon & Schuster: New York.

    Google Scholar 

  • Weller, M. (2000) The use of narrative to provide a cohesive structure for a Web-base computing course.Journal of Interactive Media in Education,2000, (1), Available. http://www-jime.open.ac.uk/00/1

  • Winn, W. D. (1993).A conceptual basis for educational applications of virtual reality (HITL Report No. R-93-9). Seattle, WA: University of Washington, Human Interface Technology Laboratory.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Additional information

The preparation of this article was supported in part by the Proctor & Gamble Interactive Media Fellows grant. The ideas expressed in this paper do not necessarily reflect the position of the grant agency. R Thanks to the ETR&D Development Editor, J. Michael Spector, and the reviewers for their insightful comments and suggestions. Thanks, too, to John C. Belland and Keith A. Hall for their advice and mentoring.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Dickey, M.D. Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. ETR&D 53, 67–83 (2005). https://doi.org/10.1007/BF02504866

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02504866

Keywords

Navigation