B. Murgante et al. (Eds.): ICCSA 2011, Part IV, LNCS 6785, pp. 518���532, 2011. �� Springer-Verlag Berlin Heidelberg 2011 Standardization of Game Based Learning Design Sebastian Kelle, Roland Klemke, Marion Gruber, and Marcus Specht Open University of The Netherlands, Center for Learning Science and Technology, Valkenburgerweg 177, Heerlen, The Netherlands {ske,rkc,mgr,spe}@ou.nl Abstract. The standardization of the design of learning games is a contradictory topic: The existence of a rich variety of domains and applications is in conflict with the desire for unification that would result in improved reusability, interoperability and reduction of design complexity. In this paper, we describe the use of the ICOPER Reference Model (IRM) specification as foundation layer for the design of digital learning games. This reference model incorporates design and development processes as well as standards such as IMS Learning Design, a framework for presenting content according to logical rules like conditions and properties. The paper reports about exemplary learning games that make use of e- learning standards the IRM consists of, and explains about potential and limitations both from the game and e-learning design perspective, resulting in suggestions how to close missing links. Keywords: IMS-LD, IRM, ICOPER, Game Based Learning, Standardization, Serious Games. 1 Introduction Ever since the advent of e-learning, various working groups, committees and bodies have been working on achieving standards and specifications for enhancing quality, interoperability and the reuse of learning contents and designs. Examples for such standardization bodies are CEN, IEEE, ISO, ADL, ANSI, DIN, BSI, and NEN, only to name a few [30]. One of the realities of different standardization bodies creating different standards can be a lot of overhead in coordination. As Duval reports [11], as a consequence of this, one of the key problems in e-learning standardization is the lack of experimental validation of the actual usefulness especially of interoperability standards: They are theoretical constructs that are often of premature value, when it comes to practical application. However, there is still a high interest in common standards, amplified by the fact that large parts of the e-learning market are covered by schools and universities that generally support the exchange and sharing of knowledge across institutional or cultural barriers. Inspired by the successes of the video gaming industry, as well as a trend in pedagogy, e-learning providers are increasingly incorporating game-based learning

Standardization of Game Based Learning Design 519 approaches. Due to the gaming industry taking the role as technology innovator for learning game incentives, relevant standards are often of a proprietary nature and closely tied to particular pieces of hardware, e.g. game consoles and game controllers. As a consequence of these marketing strategies that seek to preserve unique selling points, digital learning games go with a diversity of formats and file types, involving many different sub-standards relating to technology, content, and subcategories thereof. Nevertheless, similar to other e-learning formats, a digital learning game requires learning goals, learning contents, trajectories through the learning contents, and a structural framework that ties together all these components. Therefore it seems plausible that game-based learning could benefit from existing work on e-learning standards. In this paper we will explore how e-learning standards could play a role in aligning the different elements that make up a digital learning game. We will analyze a recently developed reference model (the so-called ICOPER Reference Model) that was created from best practice experiences in e-learning for its potential to be used as conceptual framework for the design of learning games. 2 Problem Analysis Various standards exist in the fields of e-learning and game design, however, little work has been done to connect both fields. With respect to the e-learning part of our scope, recently a big effort has been undertaken to find a coherent model that unites technical and conceptual standards available for the design of technology enhanced learning solutions: The ICOPER Reference Model [29]. In this problem analysis, we will first describe the current situation of learning- and game design standards that are most relevant for interoperability, reusability and reduction of design complexity. Then we will cover the combined perspective of learning game design and point out some problematic aspects that result from the lack of bilateral standards. 2.1 Standards in Game Design In digital gaming, technical standards have a high relevance that even can be of reciprocal character because many commercial games take the innovation role for technology, spearheading the latest developments and ���setting��� new standards at a fast pace. These modern technology standards encompass multimedia technologies for input, audio and (3D) graphics and are manifested as ���game engines��� that serve as mostly proprietary production models in professional game design and development. Examples are the DirectX standard [36], Microsoft XNA [40] for developing Xbox console games, the ���Vision Game Engine��� [42] for developing multi-platform games, and as final example the CryEngine [35] for developing videogames with the highest cinematic realism of what is possible today. These standards are technical standards, rather than design standards, but in gaming it is often difficult to differentiate between the design and implementation, therefore these ���engines��� come with documentation on how to design and develop games for them. Modern digital games also tend to more and more make use of network features and provide added functionality by connecting to the internet, which requires the

520 S. Kelle et al. inclusion of a stack of telecommunication standards in the implementation. Already in 1984, Crawford [7] mentioned the possible ���connection of computer games over phone lines��� as distinctive advantage of computer games over classic games. In his design methodology for computer games he describes a sequence that ranges through the initial choice of goal and topic, a preparation phase in which some research and brainstorming is needed, a structural design phase that has to be evaluated (falling back on the previous phase iteratively), and finally a programming, testing and post mortem phase. The reason for the long-lasting acceptance is that this design method resembles the most widely used software engineering models and has definitions that are sufficiently wide to leave interpretation space for the application on many different types of games. Although the creation of games relies on technical and structured software engineering methodologies, the creative aspect of the design process appears mystifying: according to Adams [1], the idea creation at the early stage of the game design process is more an artistic than an engineering process. Salen and Zimmerman [26] have compiled a detailed description of important factors to consider for meaningful game design. They promote a systemic approach that frames a game inside a formal, experiential and cultural system that range from closed to open. In their compendium, one of the core elements of game design is the definition of game rules, which create the ���game system��� structurally. Rules of a game are categorized according to ���constitutive���, ���operational��� and ���implicit��� rules, which can be interpreted corresponding to a scale from ���prescriptive��� to ���own choice���. Also the game play as such is equally important, as it is forming the experiential parts of the system. According to Salen and Zimmerman ���a game designer only indirectly designs the player���s experience, by directly designing the rules���. [p. 327]. An example for a game approach that makes use of ���implicit��� or ���own choice��� rules is interactive story-telling, which is found in many (especially adventure-) games. Due to the experiential nature of such games it is an approach that is often found in learning games. One of the concrete examples for such an approach has existed in a niche until the eighties, and only had some publicity in more recent times: Interactive Fiction. As described for example by Donikian and Portugal [10], this medium abolishes the difference between author, spectator, actor and character, and creates a big potential for immersion, due to identification with a role and ownership of influence on a non-linear story sequence. The technology supporting this has been evolving for decades from simplistic single-user text adventure approaches up until now where there are authoring systems (e.g. Inform 7) [38] that understand natural language. The output files are usually in a system independent package format called ���BLORB��� [34], which is interpretable by web-based engines (e.g. Glulx) that boast the power to render a fully-fledged multi-user adventure game to be played in a browser [24]. Another, more general effort of standardizing game design can be found in the use of game design patterns, which preserve knowledge about building elements of games and give information on how to implement them. The approach is described semi- formally by Kreimeier [17] who uses ���Alexandrian��� proxy patterns consisting of a problem description the pattern is going to deal with, a solution description, consequence description and examples. Bj��rk and Holopainen [2] collected a large fundus of game design patterns, which extends the relatively informal approach of