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Article
Publication date: 1 June 2015

Evangeline Marlos Varonis and Maria Evangeline Varonis

The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional…

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Abstract

Purpose

The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success.

Design/methodology/approach

Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes.

Findings

Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments.

Research limitations/implications

This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others.

Practical implications

The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes.

Originality/value

No published research exists that connects game design and course design in this fashion.

Details

The International Journal of Information and Learning Technology, vol. 32 no. 3
Type: Research Article
ISSN: 2056-4880

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