#54: A three-prong framework for designing theory-based math games

A common critique of ineffective learning games is their lack of theory-based design and integration of instructional features. While a few game-design frameworks have been proposed, they tend to take a limited approach. Some do not consider emotional aspects of games; others do not consider links between gameplay and learning. An approach that brings together the multiple aspects of educational game design is needed. This is important to build domain-specific thinking, build connections between gameplay and learning, and tap into the emotional and motivational aspects of games. This article describes an iterative approach to math game design by bringing together decades of previous research. It outlines how this approach is applied to create a game for secondary mathematics, specifically geometry. Progression of puzzles based on mathematical complexity, connections between learning objectives and gameplay, and inclusion of emotional elements are described. The challenges, opportunities, and outcomes of the approach are discussed.