Throughout the week, we have learned about a variety of different interactions and how they might be utilized to make edutainment more engaging. I am in full agreement with Chris Crawford, the core of a game is its interaction (Kapp, 2012, p. 141). From the interaction with the tactile delivery system, to interactions between players, groups, and objects, each plays a role in the success of edutainment by providing feedback and affecting the player’s progress.
Michael Wolf showed many intriguing examples of tangible interactions with edutainment. Skyview is a mobile app that is readily available, even on my Windows phone. While the goal in any astronomy class is to teach the learners to recognize constellations, the inclusion of an app to assist in that recognition is makes the activity more engaging. According to Sundar, “interactivity would result in higher interaction when calls to interactivity are signified by animated, rather than static, icons” (2004, p. 387).
The same is true with the example of the multi-touch information board at the aquarium. Students interact with the platform, the content and each other. Like the young girls in the demonstration, I found the virtual chemistry example fascinating. They found the tangible interface enjoyable because, “you are doing something” (Wolf, 2013). I don’t know that the importance of interaction could be explained any better than those young girls expressed, “you lose interest when the teacher is just talking to you” (Wolf, 2013).
Interactions between players are also critical to edutainment. Players have the ability to help or hinder each other’s progress through direct action or feedback. Through the rivalry of Agôn (Kapp, 2012, p. 138), players are challenged to surpass the progress of their competition. The outcome of Mimicary (Kapp, 2012, p. 139) is dependent on the motives and role of the one being mimicked. Should the subject be a friend, the results will be positive but if a foe, the player will not fare as well. Either way, the result promotes “the development of strategic skills through experimentation and trial and error” (Paraskeva, Mysirlaki, & Papagianni, 2010, p. 499).
Finally and possibly the most important interaction is that between the player and objects. Without this interaction, there would be neither a challenge nor the means to complete the tasks. Without this interaction, edutainment is reduced to a level of passivity equal to television or video.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfieffer.
Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54, 498–505.
Sundar, S. S. (2004). Theorizing Interactivity’s Effects. The Information Society, 20, 385–9. doi:10.1080/01972240490508072
Wolf, M. (2013). Interaction Design for Learning. Toronto. Retrieved from http://www.youtube.com/watch?v=i2ti1Ngh5PM
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