Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior24(6), 2530-2540.

This article analyses some requirements in designing educational games to be used in online courses. In the beginning, the authors provide some different approaches related to the design of educational games in general. There are three approaches, including edutainment, repurposing existing games for education, and specifically designed games. Then, they suggest that there is a need to identify pedagogical requirements to be integrated with online education which is different from offline education. These requirements include game integration to e-learning standard, game adaptation to the Learning Management System (LMS) as a delivering media, and games that can be a part of the assessment which can monitor students activities. The authors also suggest a design guideline to incorporate those pedagogical requirements started by choosing an appropriate genre of games, adding assessment, and integrating the games to an online environment, which is LMS. They also provide the example of game design implementation of an e-adventure educational game.

One of the valuable insights which I can get from this study is that game designers need to consider not only teaching content but also pedagogy and assessment aspect of digital games. Moreover, the authors’ suggestion about including adaptability of a serious game in the online environment is also beneficial for game design because the use of technology in online education becomes more complex time by time. In the assessment aspect, this study relates to the study from Hess and Gunter (2013). While Hess and Gunter (2013)’s experiment assesses students learning outcomes with a separated assessment task outside the game, this study provides a new way to assess students learning outcomes with the assessment embedded in the game. However, as this approach requires a mastery skill in computer and programming, it may need collaboration between content experts and IT programmers as what has been done in Wilson and Williams (2010)’s study which also use this kind of collaboration. Then, as this study was conducted in 2008, it means that the digital education trends in that time may not be applicable at this time or have been changed by the newest trends. For example, in this study, an online environment that the authors focus on is LMS which serve as delivering system. Nowadays, there are various tools which can replace the role of LMS, such as social media. This is related to Moot (2010), stating that “Many students, teachers, instructional technologists, and administrators consider the LMS too inflexible” (p. 1). Unlike Rooney (2012), the authors also do not provide a theoretical framework to support this design method. Then, the authors who come from non-education area expertise may too focus on the technological features rather than the pedagogy and assessment aspects.


Mott, J. (2010). Envisioning the post-LMS era: The open learning network. Educause Quarterly33(1), 1-9. Retrieved from

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