Applying a Developmental Lens to Educational Game Designs for Preschoolers

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Author(s): Melissa N. Callaghan (Harvard University Graduate School of Education, USA)and Stephanie M. Reich (University of California, Irvine, USA)
Copyright: 2022
Pages: 17
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch022

Keywords: Educational Technologies / Gaming in Education / Information Science Reference / Knowledge Management and Library Science

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Abstract

Preschool-aged learners process information differently from older individuals, making it critical to design digital educational games that are tailored to capitalize on young children's learning capabilities. This in-depth literature synthesis connects features of digital educational game design - including visuals, feedback, scaffolding challenge, rewards, and physical interactions to how young children learn. Preschoolers' interests and abilities (e.g., limited attention-span, early reading skills, etc.) are different than older users. As such, developmental science should be used to guide the design of educational games from aesthetic decisions that capture preschoolers' initial interest (e.g., meaningful characters) to carefully select end-of-game rewards (e.g., leveling up). This article connects learning and developmental science research to the design of digital educational games, offering insights into how best to design games for young users and how to select developmentally appropriate games for children.

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Applying a Developmental Lens to Educational Game Designs for Preschoolers

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