An overview of the rationale for and structure of the pattern language
Pattern Language top-level structure
Designing, developing and deploying games for mathematical education is a difficult task due to the need to integrate knowledge from a number of different parties such as software developers, teachers, learners, researchers and game designers. Our pattern language is an attempt to offset this difficulty by providing a central resource (i.e. a set of patterns) which assimilates and encapsulates deep knowledge from each of the aforementioned parties. Such a resource can be used as a guide or a reference when either designing, implementing, evaluating or deploying games for mathematical learning as it provides perspectives into each of the latter named processes whilst showing the links between them. As such, the patterns can be seen as fostering best practice.
The set of patterns are structured in accordance with three main headings. These are:
Methodology which describes general frameworks deployed when designing, developing and deploying games in educational contexts in general.
Design process which describes specific techniques relating to the processes of designing, developing, deploying and evaluating games for mathematical education. Most of these techniques are useful regardless of the methodology deployed, but some are derived from a specific framework.
Structure which describes techniques deployed to enable the design of particular game elements. These techniques are derived directly from the authors' prior experiences in game development and are documented within the case studies.
This collection provides theoretical grounding and general frameworks for game design, development and deployment in educational contexts. We focus on three common practices for producing games in educational research. Each practice described is interpreted with respect to the specific context under investigation that of games in mathematics education. The following sub-collections can be found within this collection. These are:
We are aware that this collection excludes methodologies (or lack of such) which are common in many commercial and research development settings. Our choice reflects a conscious preference for learner-centred approaches. Arguably, an uncompromising choice of methodology may restrict designers' creativity and flexibility. While we are aware of this risk, we believe it is important to be informed about the differnet paradigms, even if only to avoid their characteristic pitfalls.
We distinguish between methodologies and techniques. A choice of methodology defines the whole development process, from conception to deployment. Methodologies are typically exclusive, value-driven and theory-heavy. The choice of methodology is often implicitly derived from the choice of educational Metaphor and Grand Theory. Techniques, on the other hand, are methods of solving pointwise problems in the design process, such as overcoming a particular communication barrier. They are more widely applicable, in that they do not require the user to commit to a specific philosophy. In game like terms, a methodology is a map for reaching your prize, while the techniques are a set of keys for the doors you might need to open on the way. Some such 'keys' are presented in the form of Process patterns.
This collection of patterns describe specific techniques used in the processes of designing, developing, deploying and evaluating educational games in mathematics. It addresses the main processes involved in the 'life-cycle' of an educational game for learning mathematics. Thus, it describes techiques deployed to not only derive the Design of a game but also, its Development which encompasses its Deployment and Evaluation. These patterns detail abstracted elements of the process of conceiving, designing and producing games. The are, in a way, meta-patterns. Most design patterns deal with re-usable elements of design (noun). These patterns search for reusable elements of the process of design (verb), by which specific designs and design patterns are generated.
These patterns highlight potentially powerful elements of game, activity and tool design. They aim to expose and address specific recurring problems in these realms. Such patterns are closer to the common interpretation of design patterns in software engineering and game design and analysis. Some of them are extensions of known patterns in these domains. Within this collection, the following sub-collections can be found:
Construction patterns related to constructionist learning activities and tools to support them.
Communication patterns related to linguistic and discoursive aspects of learning.
Collaboration patterns related to the design of web-based media to support collaborative learning.
Narrative patterns related to inclusion of narrative elements in interaction design.
Orchestration patterns addressing the context and configuration of the elements above within a broader scope of activities.
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