What makes things fun to learn? heuristics for designing instructional computer games

ABSTRACT

In this paper, I will describe my intuitions about what makes computer games fun. More detailed descriptions of the experiments and the theory on which this paper is based are given by Malone (1980a, 1980b). My primary goal here is to provide a set of heuristics or guidelines for designers of instructional computer games. I have articulated and organized common sense principles to spark the creativity of instructional designers (see Banet, 1979, for an unstructured list of similar principles). To demonstrate the usefulness of these principles, I have included several applications to actual or proposed instructional games. Throughout the paper I emphasize games with educational uses, but I focus on what makes the games fun, not on what makes them educational. Though I will not emphasize the point in this paper, these same ideas can be applied to other educational environments and life situations. In a sense, the categories I will describe constitute a general taxonomy of intrinsic motivation—of what makes an activity fun or rewarding for its own sake rather than for the sake of some external reward (See Lepper and Greene, 1979). I think the essential characteristics of good computer games and other intrinsically enjoyable situations can be organized into three categories: challenge, fantasy, and curiosity.

REFERENCES

• 1: Banet, B. Computers and early learning: A new direction for High/Scope Foundation. Calculators/Computers, 1979, 3, 17.
• 2: Berlyne, D. E. Structure and direction in thinking. New York: Wiley, 1965.
• 3: Burton, R.R. & Brown, J.S. An investigation of computer coaching for informal learning activities. International Journal of Man-Machine Studies, 1979, 11, 5-24.
• 4: Hollan, J., McCandless, T., Prince. R., Putz, S. Sharp, J., & Williams, M. Tactical memorization software. Technical Note, Navy Personnel Research and Development Center, San Diego, Calif., forthcoming (1980).
• 5: Lepper, M. R., & Greene, D. The hidden costs of reward. Morristown, N. J.: Lawrence Erlbaum, 1979.
• 6: Malone, T. W. What makes things fun to learn? A study of intrinsically motivating computer games. Unpublished Ph.D. dissertation, Department of Psychology, Stanford University, Stanford, Calif., 1980a.
• 7: Malone, T. W. What makes things fun to learn? A study of intrinsically motivating computer games. Technical report, Xerox Palo Alto Research Center, Palo Alto, Calif., forthcoming, (1980b)
• 8: Moore, O. K. & Anderson, A. R. Some principles for the design of clarifying educational environments. In Goslin, D. (Ed.) Handbook of socialization theory and research, New York: Rand McNally, 1969.
• 9: Morozova, N.G. {The psychological conditions for the arousal and modification of interest in children in the process of reading popular scientific literature.} Izvestiia Akad. Pedag. Nauk, 1955, 73, 100-149. (cited and summarized by Berlyne, 1965.)
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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education

Additional Classification:
  K. Computing Milieux
  K.8 PERSONAL COMPUTING
      K.8.0 General
          Subjects: Games

General Terms:
Human Factors