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Interactive Learning Science

Making learning science principles more accessible to game designers with a virtual deck of cards.



Role
UX Designer

Team
Dr. Erik Harpstead, Cora Wang

Time
6 Weeks, Fall 2019

Tools
Sketch, Adobe Xd, Figma, Kenney Assets



OVERVIEW


project ask

Redesigning the Interactive Principles site to make it easier for novice game designers to learn the fundamental learning science principles behind game design.


project overview

Dr. Erik Harpstead teaches a class at Carnegie Mellon called 'Designing Educational Games.' This site is used to teach students in his course about learning science principles used in educational games. He wanted to sort of make a game for learning these principles and adapt them within his own curriculum. Hence, the creation of a virtual deck of cards.


my role

I was the UX Designer for my team and worked with one developer. I worked on the website redesign: both UI changes and structural site changes to make it easier to navigate the information. I also prototyped a 3D game that could be used for even more interactive learning.


impact

The changes are currently being implemented on the site for future iterations of the course. Other students from the Education Technology Center at Carnegie Mellon have also been hired to implement the game design that I prototyped, which is really exciting!



CHALLENGE


Designing authentic learning content while maintaining the fun criteria is difficult.


Our overarching challenge was not only to create something that could be useful in this class, but also could be a good framework in educational game design for higher education. This can be broken down into two sub-goals for the Interactive Learning Science site:

01 How do we organize the learning science principles to meet the needs of students in the class?

02 How do we make these principles more interactive to better engage with students?

03 How do we innovate while maintaining the current site infrastructure?

SOLUTION


Reframing the card categories



This class is taken by a mixed population of designers, developers, and cognitive scientists. We proposed a new organization more applicable from a developer/maker point of view.
















We still kept the organization based on Learning Science Principles, so either learning option was available to students, along with an introduction on how each framework is categorized.








Site changes to make learning easier + more engaging.


The menu-bar has more clarity as each category has an explanation. The bar is collapsable if a student already feels pretty comfortable with the categories.






A brighter, pastel color scheme grabs student attention!









Reinforcing learning through an Interactive Game


We created a game to learn about game design principles (very meta, I know). This increased the interactivity piece of the site tremendously.




APPROACH



Current Website Status


On the live site, we took a look at the layout of the cards, the detailed explanation when looking at one card, and then menu functionality/features.











Learning about Educational Game Design


When starting this project, I had no background in game design. I spent some time learning about the different learning science principles and how they are applied in educational games. It was fun to be able to play games as research to get a better sense of how people learn in games!










Better understanding the principles





Playing educational games as research




Reframing Learning Science Principles


Pretty quickly, we realized how confusing the categorization by learning science principle is without any background knowledge. We explored other, more intuitive ways of grouping principles. The three ideas we took a deep dive into were:

01 Designing by Hierarchy/Priority
02 Questions related to parts of a game
03 'MDA' Model - Mechanics, Dynamics, Aesthetics




We also explored other academic game design frameworks.




The most intuitive way to organize the principles is based on parts of the game.


After surveying nearly 20 students, we found that they preferred being able to understand the principles in the direct context of the game they would be desgining. This makes the content most relevant to the population of students that takes Dr. Harpstead's class - designers and developers. We decided to move forward on this idea with one constraint in mind: Dr. Harpstead still wanted the option to organize by learning science principles.




Site Organization


We explored different layouts to access both the Gaming Principles and Learning Science Principles categorization methods. Dr. Harpstead really liked Option 1, but didn't want the page to feel "empty" if nothing is selected.




Color Study


To make learning on the site more enjoyable we played with more vibrant color schemes.




These were the options the team narrowed down on for A/B Testing






A/B Testing


Currently, no part of the site explains the categories and what each categorization means. We decided that an intro could be useful for this. We conducted A/B tests to figure out how to layout the site, what introduction was preferred, and what color scheme worked best.



Color Options





Menu Option (vs. Live Site)



Intro Options



Making Learning Science Principles More Interactive


Although now understanding the principles would be more intuitive, there wasn't a clear way to reinforce the principles. My team and I came up with the idea of creating a game. What better way to learn game design than through a game, am I right?



Game Ideation


The team explored two main routes for games:

01 Designing your own game
02 In the context of a traditional game

For designing your own game, we were inspired by Choose your Own Adventure and some of the games where you build your own burger or sushi. We noticed it was hard to map certain principles in these games. In terms of traditional games, math games and cooking games seemed easiest to map to.





Cooking Game Iteration + Mockups


We really liked the realm of cooking games, which would make it more fun to learn these principles while still accomplishing reinforcement. We were heavily inspired by the game Overcooked.


Examples of principles within a cooking game




Here are samples of the current state of the game mockup. This mockup is going to be implemented as a game by students in the Entertainment Technology Center.



METRICS


This site is going to be deployed in the next iteration of the 'Designing Educational Games' class while the next iteration of the game is currently being implemented.

01 Increased student familiarity with principles (qualitative)
02 Click-through rate
03 Number of students playing the game
04 Conversion rate (new students that end up taking the class)



REFLECTION


01 Building Something with Underlying Meaning is Difficult

A lot of the time, Cora and I were working in metaphors - trying to map the learning science principles to parts of our game. I think what helped us get through was breaking down the information into sub-buckets that we could tackle and really pushing the limits of an ideat till it completely busts.

02 Game Design = Psychology in Practice

This was my first exposure to game design and I absolutely loved it. I learned a lot about the psychology and science behind designing games. Even every small change to the game there is an underlying principle or logic it's tied to which really fascinated me.


LINKS


Live Site