Page 7 - Ideas

With the first prototype, there were technical issues and were slowly ironed out. As he noted, “Students need to
the gameplay experience was not entirely consistent with have some incentive to investigate the setting of the
the content he wanted to convey to the students. In the game, especially since the game is not so
initial stages, students struggled to understand how the straightforward.”
game worked despite his pre-briefing with them. To

address this, he had students play multiple rounds of the Fang Xin hopes to see broader use of his game in other
game to familiarise themselves sufficiently to the extent contexts, but foresees certain challenges in that becoming
that they were able to formulate better strategies and a reality. For some, using a game may be perceived as a
become more aware of the decisions they were making. hassle. “Instructors have less incentive to use a game
He also regularly seeks students’ feedback on how the because homework questions are more manageable
game could be improved. compared to a game,” he commented. “Students may
wonder how they are going to be tested during the exam,
It was such teething issues that made Fang Xin reluctant and that becomes troublesome.”
to make the game a graded component, as he felt it
would be unfair to students to do this. However, he did Continuous efforts to improve
not rule out revisiting this idea, as issues in the game Although the game has achieved the intended purpose of