Rania Hodhod Abstract Educational computer-based games (edugames) are

8 CONCLUSIONS

Educational games must be at least as effective as the teaching methods they replace. Therefore the fundamental goal of educational games must be: the player must master the content of the educational material in order to master the game. In other words, success in the game must be dependent on learning skills and/or concepts. In addition there is natural tension in game design between the complexity of rules and the simplicity of interfaces. Player choices and feedback from these choices should be transparent enough to foster freedom, immersion, and flow of movement in virtual worlds without overwhelming the player with information and/or commands. To this we argue that it is important to consider the learning theories during the edugame design and evaluation.

Further, we believe that the proposed ideas in this paper can help in overcoming some of the shortcomings and drawbacks that currently exists in the edugames research field, by noting that the proposed methodology /design/model offers a kind of equilibrium between achiev- ing the desired educational needs and a constant level of fun and engagement during the learning process associated with game play. In addition the capability of the proposed edugame manages not only the player/student knowledge but also his intentions leading to a deeper understanding of the adaptation process which we argue leads to better educational outcomes

.

ACKNOWLEDGEMENTS

I would like to thank the AISB’07 Symposium: AI and Narrative Games for Education reviewers for their comments, which helped improving this paper. Also, I am

gratefully acknowledges Nim Shah’s and Lillian Clark’s comments that helped in improving the language of this paper.

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