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ECON 201: A University Economics Course as an Online Computer Game
9/5/2006
We mainly programmed in Flash, though we employed other commercial applications as well, including SQL Server, PHP, Dreamweaver, Maya, Motion, Photo Shop, Final Cut Pro, Peak, Garage Band, SoundTrack Pro, Brice, 3-D Studio Max, and Body Paint 3D. Decisions regarding technology were made on the basis of learning objectives, storyline requirements, and production schedule. All of the artwork in the course is original.
To evaluate student progress and learning, students will be assessed continuously through in-game exercises and challenges. Students must apply economic theory to advance from one game challenge to the next, and achieving these intermediate goals will be the equivalent of passing quizzes. A database will capture each student’s movements, decisions, and scores so the instructor can monitor progress, assign grades, and revise quests based on student performance.
This was our first effort at creating a full course-as-game, and we learned the hard way – by doing, and often by re-doing. We learned that:
- Creating an educational game is like making a movie. Instead of creating components in a linear fashion, the project is developed in pieces, which are assembled at the end.
- Weekly brainstorming and storyboard sessions are needed to integrate game and content so that each quest will be engaging and still achieve the desired learning outcomes. In every brainstorming session and review session, our discussions focused on how to deconstruct economic theories into understandable concepts; how to convert concepts into game play filled with learning opportunities; and how to assess student comprehension.
- The key driver in the development process has to be problem-based learning – that is, designing “quests” that require students to solve problems by applying abstract knowledge in authentic situations.
- Original artwork for a quest – landscapes, aliens, spacecraft – typically proceeded faster than coding, which couldn’t be completed until the narrative and content were fully integrated. To avoid a bottleneck, we hired multiple coders.
- Voiceovers should be delayed until the very end of the process because changes in the game play or narrative require re-recording, which is expensive.
For others thinking about developing an educational game, we offer this advice:
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