A Framework for Identifying the Proper Mechanics of Computer Games for Teaching Cognitive Topics

The purpose of the present study was to develop a computer game design framework for learning a variety of cognitive topics and assessing its effectiveness in procedural learning. To achieve this goal, a mixed research method was used. In the qualitative phase for obtaining the framework, a deductive analysis was employed and in quantitative part for internal validation, a survey method to extract the experts' point of view was utilized. Moreover, for evaluating external validity in procedural learning, a pretest and post-test experimental group with a control group was used. Through analyzing the data related to the mechanics of computer games, 32 essential mechanics of computer games were extracted. Mechanics such as problem solving, search and exploration, action, implementation, hierarchy, and time limits were used for procedural learning in digital games. The proposed mechanics for internal validation were sent to 25 learning and game specialists and the results of the analysis of the internal validity of the framework assessment showed that the proposed framework for teaching cognitive subjects has a good validity. Furthermore, in order to obtain the external validity of the proposed framework, 40 students were placed in experimental (20) and control (20) groups. The results of covariance analysis to examine the effectiveness of an external validation also showed that there is a significant difference between the game design based on the proposed framework and the normal game.