Discussion on Value Logic and Practical Dilemmas of Interaction Design for Digital-Media Games from the Perspective of Digital Education

Yining Mi

doi:10.54097/s03h4g37

Authors

Yining Mi No. 21, Shijin Huayuan Hutong, Dongcheng District, Beijing, P.R.China

DOI:

https://doi.org/10.54097/s03h4g37

Keywords:

Digital game-based learning; interaction design; digital education; serious games; learning analytics; gamification.

Abstract

This paper studies the value logic and practical problems of interaction design for digital-media games from the perspective of digital education. Rather than considering digital games as neutral forms of entertainment, this paper incorporates game interaction design into the discussion of digital game-based learning to explore learning principles embedded in games and present empirical results from serious games and game-based learning outcomes. Based on classical and contemporary literature in digital game-based learning, gamification and learning analytics for educational games, this paper investigates how interaction design can promote meaningful learning, assessment and engagement, and also identifies problems related to curricular alignment, assessment validity, data practices and equity. It is concluded that the value of digital-media game interaction design in education depends on the integration of pedagogical goals, interaction mechanisms and evidence-based optimisation, but no effects beyond those supported by current research are guaranteed.

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