Cheating can be good for you: educational games and multiple play styles

Abstract

Purpose

Aims to determine how multiple play styles and use of “outside” materials can be successfully taken into account when designing user experiences in educational digital games.

Design/methodology/approach

This research draws on over two dozen qualitative interviews and an open‐ended survey of an additional 50 game players with a wide range of gameplay experience.

Findings

Findings suggest that players have different skill sets, and different beliefs about what constitutes acceptable and unacceptable help in a variety of games. These findings are analyzed to argue for different ways to enhance the educational gaming experience for players.

Research limitations/implications

As with all qualitative research, the relatively small sample size makes it difficult to draw broad generalizations from the data. However, the research does suggest that there are many ways to play games, that players use many items and information “outside” the game to help them play or enhance their experience, and such things can be fruitfully used to improve educational games.

Practical implications

Designers of educational games should take into account the materials surrounding games, such as walkthroughs and codes, as ways to enhance the game and educational experience, rather than detract from them.

Originality/value

Very little research has been done examining how players perceive items and information related to game play, as well as how they use such things. This research investigates that area and relates the knowledge to ways to improve educational games, and education.

Citation

Consalvo, M. (2005), "Cheating can be good for you: educational games and multiple play styles", On the Horizon, Vol. 13 No. 2, pp. 95-100. https://doi.org/10.1108/10748120510608124