Speaking more to the game mechanics, well-sequenced problems allow players to gradually use what they learn in earlier levels, and apply them to problems they face in the future ones. This is especially true for learning scenarios. A pleasant level of frustration keeps the game challenging and satisfying to play without punishing the player. These last two points work together to create a “cycle of expertise” which lets the player repeatedly practice a skill to master it before moving to a new level or challenge to master a new skill. An interesting point from Marone is his idea of games as editing — some games include game level editors, which allow players to create and play their own levels as well as levels created by other players. I believe this is an excellent example of learning through games, and links with our class’s experience of creating our own game. By creating their own level, players deeply engage with the game on all levels. They have experienced and mastered the skills in the game, and they have invested so deeply in the game that they are motivated to use their knowledge to create new levels. And creating the level engages new skills that they will master. Designing a game (or level) is the ultimate way to engage with and learn through games.

Speaking more to the game mechanics, well-sequenced problems allow players to gradually use what they learn in earlier levels, and apply them to problems they face in the future ones. This is especially true for learning scenarios. A pleasant level of frustration keeps the game challenging and satisfying to play without punishing the player. These last two points work together to create a “cycle of expertise” which lets the player repeatedly practice a skill to master it before moving to a new level or challenge to master a new skill. An interesting point from Marone is his idea of games as editing — some games include game level editors, which allow players to create and play their own levels as well as levels created by other players. I believe this is an excellent example of learning through games, and links with our class’s experience of creating our own game. By creating their own level, players deeply engage with the game on all levels. They have experienced and mastered the skills in the game, and they have invested so deeply in the game that they are motivated to use their knowledge to create new levels. And creating the level engages new skills that they will master. Designing a game (or level) is the ultimate way to engage with and learn through games.