The problem / intent

A game that encourages players to play again to better their results.

The context

Feedback in a game can have several forms. For educational games the form and content of the feedback are important. If feedback is either discouraging ('you failed') or unhelpful ('try again') students may quit the game too soon.  The feedback should be given in such a way that it encourages students to play again and improve their results.

Mathematical content	Can be any
Learning and instruction	Games as attractors to motivate and involve pupils, Games as meaningful contexts for pupils to develop mathematical contents, Constructivism
Educational context	can be any
Games	can be of any genre
Interface + interaction	game interface must support feedback and control, facilitate users of all levels and abilities
Software design	Must support Customisation

The pattern

Feedback is build into the game. It is of such a nature that it encourages students to play again and improve their results.
This maybe done by making known players own best results or by having high score lists, (although these may be demotivating for less able players).
Another isssue is to make use of hints, or tips, or soft scaffolding. Or more difficult: to have an adaptive game (or game levels).
Of course there are playful ways to have feedback encouraging: like a balloon popping or a sound etc.

Related patterns

Note the relationship to other patterns, using the appropriate qualifiers from this set -
Leads to: League chart
Follows: Patterns the user should consider before using this one.
Elaborates: Hard but not too hard
Elaborated by: After Action Report by Expert

 

Notes

Examples

The Rabbit Numberline Game

Popping sums of the Dutch Thnklets collcetion.

Link to case studies.