Failures in game-based learning experiences sometimes win

Abstract

Introduction: Although it is conventional wisdom that we learn most from failures, it is uncommon to explore in scientific publications the adversities of the complex process of games' design and implementation. Therefore, mistakes in the process of game development are likely to be repeated, and the complexity of the design and implementation process is underestimated. Aim: To address the various challenges and adversities when designing and implementing PLATE, which is a Minecraft-based learning project that aimed to foster nutrition literacy in adolescents. Methods: Successive iterations of a qualitative approach including observation, focus groups and interviews were applied to every step. The focus was on what went wrong in each part. Each problem was classified and analysed. We started by designing a gamified strategy to be used in the PLATE project, including (1) analysis of the advantages and disadvantages of various options for games/platforms and digital media; (2) discussion of the content to be included, taking into account the students' curricula; (3) storyboard creation; (4) prototyping and designing process; (5) focus groups with teachers to present the strategy and playtesting with students; (6) game adjustments to meet criticism received. The final version was implemented at three hosting schools with different socio-demographic contexts. The researchers followed the project implementation in close partnership with the responsible teachers, identifying and solving the adversities reported. At the end of the project's implementation, interviews were carried out with the teachers and students, and the impressions of each participant were collected. Results: We identified main challenges concerning the game design and development, players experiences, school-receptivity, implementation, effectiveness, and project management. We highlighted unavoidable factors, related to school-receptivity and project implementation that demand customization of the experience according to the socio-educational context of the host. Conclusion: This paper identified and expanded on the existing literature problems that may limit the success of a game-based learning experience, in order to contribute to a successful outcome.