by ellen.dressler -

20 | Demo-Video of my game

I’m excited to share with you a video demonstration of my adaptation of the classic board game “Mensch ärgere dich nicht.” In this version, I’ve added a unique twist focused on sustainability and environmental education. Below is a video that walks you through the game. Please note that the audio and video quality might not be the best since I didn’t have professional equipment. Also, the video is in German, as the players were German speakers, and this made the most sense for the context. A detailed description of how the game is played can be found in blog post 17.

Unfortunately I can’t upload the video here because of the file size, but you can watch it here:
https://drive.google.com/file/d/1Fuqhzb4c88gWCH78gK7VYMnc6Bxh1T-y/view?usp=drive_link

In the video, you can see how the game incorporates special event fields and sustainability-themed event cards. Children learn more about environmental consciousness and sustainable decisions through various events and questions. The collection of environmental points helps reinforce the idea that sustainable actions are rewarded and crucial for overall victory.

Potential Improvements and Changes

Based on the feedback from my recent user testing, here are some potential additions and changes I might incorporate in the future to improve the game:

  • Create additional questions with multiple-choice answers (e.g., a, b, c) for questions like „Why is recycling important?“ or „Why is it better to buy local food?“
  • Incorporate more penalties to add variety, such as skipping a turn in the next round or having to go backwards.
  • Allow players to use excess environmental points in creative ways.
  • Integrate energy-saving fields more thoroughly into the gameplay or consider removing or changing them to something else for simplicity.
  • Separate questions and good/bad news cards, assigning them to different event fields to ensure both types are used effectively.

Creating this game has been a great journey so far, and the feedback from user testing has been very valuable. It’s clear that while the game is already fun and educational, there is room for improvement to make it even more engaging and meaningful. I hope you enjoy watching the video and that it gives you a good sense of how the game works. Remember, I don’t use gender-specific language in the video, but of course all players are included.

by ellen.dressler -

19 | User Testing Insights: Adaptation of „Mensch ärgere dich nicht“ with Sustainability Twist

Recently, I also conducted the first user testing for my adaptation of the classic board game „Mensch ärgere dich nicht“, infused with sustainability elements. The aim was to assess the game mechanics and gather feedback on how well it integrated sustainability concepts. Here’s a rundown of what I discovered during the testing session with three adult players.

What Didn’t Work

  • Self Throw Dilemma: It wasn’t clear if they HAVE to move their piece for e.g. two spaces, if a card says so (cause it is meant to be a bonus for the player, not a penalty), if they would need to kick out their own player. Could they just accompany another player of their own or not execute the move at all? Or are they allowed to use another piece of their own to fulfill the moving?
  • Integration of Energy-Saving Fields: The energy-saving fields weren’t integrated enough into the game, leading to questions about their role and impact.
  • Incoherent Rewards: The distribution and significance of rewards based on the complexity of questions or actions on the „Good News“/“Bad News“ cards weren’t clear or consistent.
  • Broad Questions: Some sustainability concepts/questions were perceived as overly broad, with lots of potentially correct answers.

Observations

  • Rules Clarification: Many questions arose about the general rules of „Mensch ärgere dich nicht,“ especially when sustainability elements were introduced.
  • Answer Ambiguity: Uncertainty arose when a potentially correct answer conflicted with the actual answer on the card.
  • Penalty Questions: Players questioned what happens if they don’t have enough points but are required to give one away.

Positive Feedback

  • Overall Enjoyment: Carla expressed (more than once) liking the game, indicating initial appeal despite the need for refinements.
  • Clear Structure: Players appreciated the clear distinction between questions and actions that simply occur during gameplay.
  • Humorous Element: The rule requiring players without enough points to take an extra round added a humorous twist that kept the game engaging.
  • Enhanced Engagement: Max found the game more exciting than traditional „Mensch ärgere dich nicht,“ appreciating the sustainability angle.

Ideas for Improvement

  • Example „Auto-in-die-Schule“ Card: There was the idea to really ask players if they drove to school with the car instead of just deciding for them and giving them sustainability points.
  • Multiple Choice Answers: Introducing ABC answer choices for questions could enhance player engagement and clarity.
  • More Penalties: Considering adding more penalties, e.g. forcing a player to sit out the next round.
  • Excess Points Utilization: Allowing players to use excess environment points for strategic advantages could add depth to gameplay.
  • Refining Energy-Saving Fields: Either integrate energy-saving fields more meaningfully and often or reconsider their inclusion.
  • Mini-Games Addition: Incorporating mini-games like drawing a recycling icon could diversify gameplay and reinforce learning.
  • Separation of Elements: Separate questions and good/bad news events into specific event fields or other designated spots to better utilize both.

This initial test provided valuable insights into the existing game mechanics. While there are refinements to be made, the positive reception and constructive feedback indicate potential for this game to successfully blend fun with learning about sustainable practices. Because of that and also because I think in a board game I might have more possibilities for adaptions and introducing more elements, I will most probably develop this game further rather that the card game GOPS.

by ellen.dressler -

18 | Usability testing of my sustainability version of GOPS

In my quest to create an engaging and educational card game based on the classic Game of Pure Strategy (GOPS), I recently conducted a usability test. This was the first time I saw the game mechanics in action after coming up with the idea. Two adult friends volunteered to play, even though the game is intended for children. Here’s what happened and what I learned.

What Didn’t Work

  • Card Placement Issue: It became apparent that players couldn’t always place a sustainable action card directly on the corresponding unsustainable action. This raised questions about whether the core concept of the game would hold up.
  • Text Size Problem: The text on the cards was mentioned to be a little small. It was fine to read but it didn’t immediately jump out at you, so it’s clear that for kids, it would be even more difficult.
  • Typo Trouble: There was a typo on one of the cards: „Vermeidung von FlugEisen.“ Oops! Proofreading is definitely needed.

Observations During Play

  • Engagement: Michi and Max both read through the cards and found the concept intriguing. Michi especially enjoyed matching sustainable actions to unsustainable ones when it worked out.
  • Strategic Thinking: As they played, both started to think more strategically. Michi, who won the game, mentioned it felt satisfying to win especially when the actions matched logically.
  • Enjoyment Level: Initially, there was concern about the game becoming repetitive, but it held their interest through several rounds. Michi commented that it was fun and had the potential to be a “mind game”, as the more rounds you play, the more you reconsider the tactics of the other player.

Positive Takeaways

  • Cool Concept: Both players found the game cool and fun. They liked the idea of learning about sustainability through play.
  • Subtle Learning: They felt that if the goal was to teach sustainability subtly, the game did a good job. The information was absorbed incidentally while playing.
  • Replayability: Despite initial thoughts, the game remained engaging through multiple rounds. They even found a new layer of challenge the second time around.

Ideas for Improvement

  • Game Mechanics: Michi suggested introducing mechanics similar to the card game Wizard, perhaps with trump cards to add depth.
  • More Information: Adding more information to the cards without overwhelming the player could enhance educational value.
  • Quartet Format: Converting the game into a quartet-style game was another suggestion to consider.

Overall, the feedback was incredibly valuable. While there are some kinks to iron out—like making the text more readable and ensuring the game’s mechanics are smooth—the core idea of combining fun with learning about sustainability was well-received. Of course to create a game that should be a hit with kids, I would also need to test it with the desired target group. But with a few tweaks, it might turn out as game, that could teach them important lessons while they play.

by ellen.dressler -

17 | Introducing an Eco-Friendly Twist on „Mensch ärgere dich nicht“

Besides the game idea I introduced in my last blog post (an adaptation of the card game „Game of Pure Strategy“), I have also developed another game idea.
This is an adaptation of the classic board game „Mensch ärgere dich nicht.“

Customizations

„Event-Cards“: These special fields and their corresponding event cards are themed around sustainability. Through various events and questions, children learn more about environmental awareness and sustainable decisions.

„Environment Points“: Collecting environmental points encourages the understanding that sustainable actions are rewarded and important for overall victory.

Learning Effects

  • Through Event-Cards und Question-Cards children learn which actions are sustainable and how they can act more environmentally friendly in everyday life.
  • „Entscheidungskarten“ encourage children to choose between different options and understand the consequences of their decisions.
  • „Gute Nachrichten“-/“Schlechte Nachrichten“-cards shall teach, just by the nature of what it says in their text, how a specific action is categorized as being sustainable or not being sustainable
  • The game promotes strategic thinking, as players must plan their moves with different game figures to get event cards.

Set of rules

Objective

The goal of the game is to get all your pieces to the finish line and collect at least 5 environmental points. If a player has all their pieces at the finish line but doesn’t have enough environmental points, they must stay in the game and play additional rounds until they reach the required number of environmental points.

Game Materials

  • Game board
  • Game pieces (4 per player)
  • Dice
  • 85 event cards
  • 50 environmental points

Start

  • All pieces start in the „Home“ zone.
  • The youngest player starts the game.
  • Each player may roll the dice three times to get a 6 and place a piece on the starting space. If a player rolls a 6, they get an additional turn.

Rolling and Moving

  • Players take turns rolling the dice and moving their pieces according to the number rolled.
  • If a piece lands on an „Ereignisfeld“, the player draws an event card.

Event Cards

  • Question Cards: These cards ask questions about sustainability. If the player answers the question correctly, they may then move forward two spaces. If the answer is incorrect, they must wait, and the next player takes their turn.
  • Decision Cards: The player must choose between two options. The chosen option determines if the player receives a bonus.
  • Good News/Bad News Cards: The player gets rewarded or penalized for the action that is stated on the card.
  • Environmental Points: These points can be collected through event cards.

The game offers an exciting and educational twist on the classic game „Mensch ärgere dich nicht.“ Through the game, children learn the importance of sustainable actions and how small changes in everyday life can make a big difference. This game combines fun with education and is a great way to promote sustainable behavior.

Game Board & back of the Event-Cards

Examples for the Event-Cards

Environment Points

by ellen.dressler -

16 | Game of pure strategy

After my extensive research in the last blog posts, I finally wanted to get started and simply try out what possibilities there are to change existing game concepts in such a way that a game focused on the topic of sustainability is created.
In this blog post I’m going to explain my first game idea.

The game is based on the card game “Game of Pure Strategy” (GOPS), which is normally played with a simple deck of cards.

Customizations

  • There are only 12 instead of 13 cards per set.
  • Each playing card is thematically adapted to sustainability. Children learn through the pictures and themes of the cards which actions are sustainable and which are not.
    I created the drawings for this with AI.
  • Each prize card has a number that represents its negative impact on the environment. This reinforces the strategic element of the game, as children have to think about which of their cards to play in order to win the most valuable prize cards and thus “destroy” bad environmental influences.

Learning effects

  • Children learn which daily actions and decisions have a positive or negative impact on the environment.
  • Children have to think about which of their cards they play and when in order to win the best prize cards.
  • After the game, the cards can be discussed to deepen understanding of sustainability and discuss how to act more sustainably in real life.

Set of rules

Game materials

  • Player cards (12 per player)
    Each card shows a picture representing a sustainable action or solution, e.g. paperless office, using public transportation or using cloth bags instead of plastic bags. The cards are numbered from 1 (low contribution to sustainability) to 12 (high contribution to sustainability).
  • Prize cards (12 cards)
    Each card shows a picture depicting an unsustainable action or situation, e.g. leaving lights on, fast fashion or using plastic bottles. These cards are also numbered from 1 (low negative impact) to 12 (high negative impact).

Game preparation

  1. Prepare the decks of cards
    Each player receives a deck of 12 player cards. The 12 prize cards are shuffled and placed face down in the middle.
  2. Prepare the playing area
    The players sit opposite each other and place their decks in front of them.

Rules of the game

  1. Drawing a prize card
    At the start of each round, a prize card is revealed and placed in the middle.
  2. Choosing a card
    Each player chooses a card from their deck and places it face down in front of them.
  3. Reveal and compare
    Both players reveal their cards at the same time. The player with the higher card wins the prize card. In the event of a draw, the prize card remains in the middle and is played in the next round in addition to the new prize card.
  4. End of the round
    The played player cards are removed from the game. The next round begins with a new prize card being revealed.
  5. End of the game
    The game ends when all prize cards have been won. The player with the most points, based on the numbers of the prize cards won, wins the game.

The game is supposed to be an exciting and educational card game that helps children to learn more about environmental protection and sustainable action through play. By combining strategy and education, the game offers an entertaining way to promote and reinforce sustainable behavior.

Back of the cards

Sustainability
Pollution

Examples for the design of the price cards

leaving the light on
Frequent long-distance travel
Meat-rich diet
Running water while brushing teeth
plastic bags
fast fashion

Examples for the design of the playing cards

Use public transportation
Paperless offices
Ventilate in bursts instead of continuously
use renewable energies
Build passive houses or renovate energy-efficient
Eat more vegetarian
by ellen.dressler -

15 | Child Development and Game-Based Learning

To effectively discuss what makes educational content in the form of games suitable for children, it’s crucial to understand how child development and educational theories intersect with game design. This approach helps tailor educational games to various age groups, aligning with their cognitive, emotional, and social developmental stages.

Cognitive Development

Jean Piaget’s theory of cognitive development provides a framework for understanding how children’s thinking evolves as they grow. Piaget divided child development into four stages:

  • Sensorimotor Stage (0-2 years)
    Learning through physical interaction with the environment. Games for this age group should focus on simple cause-and-effect, such as sound-making toys or basic touch-based interactions on digital devices.
  • Preoperational Stage (2-7 years)
    Rapid development of language and imagination. Educational games can harness storytelling elements, puzzles that promote logical thinking, and games that encourage role-playing.
  • Concrete Operational Stage (7-11 years)
    Development of logical thought concerning concrete objects. Games that involve rules, structured play, and games that require problem-solving with tangible objects or scenarios work well.
  • Formal Operational Stage (12 and above)
    Ability to think abstractly and reason logically. Games for this group can involve complex strategy, hypothetical scenarios, and advanced problem-solving.

Social Development

Lev Vygotsky’s theory emphasizes the sociocultural context of learning, suggesting children learn best through interactions within their community. Games that encourage cooperative play and interaction can be effective. For instance, multiplayer games where children must work together to solve problems or compete in healthy ways align with this theory, fostering social skills and collaborative problem-solving abilities.

Emotional Development

Erik Erikson’s stages of psychosocial development also play a role in determining what type of games are appropriate. Games that allow children to achieve tasks and progress through levels can help in developing confidence and a sense of accomplishment, which are crucial in stages such as „Industry vs. Inferiority“ (competence) experienced by children 6 to 11 years old.

Designing an educational game

Designing educational games for children requires a meticulous approach that integrates established educational theories and child development principles to ensure that the games are both engaging and beneficial for learning.

According to Piaget’s stages of cognitive development, educational games should be tailored to the cognitive abilities of the child’s specific developmental stage (Piaget, 1952). For example, during the Sensorimotor Stage (0-2 years), children learn about the world through their senses and actions. Therefore, games designed for this age group should focus on simple cause-and-effect interactions and avoid complex instructions or the need for fine motor skills, which are still developing. As children progress to the Preoperational Stage (2-7 years), they begin to think symbolically and learn to use words and pictures to represent objects. Games for this stage can introduce puzzles that engage children in problem-solving using images and simple language.

Engagement in learning activities is crucial for children’s educational development. Malone and Lepper (1987) have suggested that educational games should be intrinsically motivating by providing fantasy, challenge, and curiosity. Aesthetically pleasing graphics and relatable characters can capture children’s imagination and make learning more enjoyable. Games that incorporate narratives and themes familiar to the child can enhance relatability and engagement, making the learning experience more immersive and enjoyable. For instance, incorporating storylines that involve characters going on adventures or solving problems can mirror a child’s real-life experiences and fantasies, thereby holding their interest.

Every aspect of the game should be designed with a clear educational objective in mind. According to Mayer’s principles of multimedia learning (2001), educational games should facilitate the active processing of information by providing coherent content that is aligned with the learning goals. This means that whether the game is focused on developing vocabulary, enhancing math skills, or introducing scientific concepts, it should be structured in a way that clearly aligns with these objectives. Additionally, immediate feedback is essential to help children understand what they are doing right and where they need improvement. Feedback mechanisms should be integrated in a way that supports learning and motivation, such as through rewards or positive reinforcement that encourages further exploration and learning.

By relying on these educational theories and research findings, developers can create educational games that not only entertain but also significantly contribute to a child’s cognitive, emotional, and social development. Each game should be a careful blend of challenge, engagement, and educational content, crafted to meet the developmental needs of its intended age group.

by ellen.dressler -

14 | The role of digital media in children’s education

Due to the fact that physical gadgets only offer very limited opportunities to make different learning content interesting in the long term, I have decided that I will not pursue this idea for now.

In the modern educational landscape, digital media is omnipresent and offers new, innovative ways to impart knowledge. These technologies have the potential to significantly complement and enhance traditional teaching methods, which is why they are increasingly finding their way into classrooms.

Digital media encompasses a wide range of interactive platforms and tools, including apps, websites and online courses, all of which aim to enrich the learning process through interactivity and individualization. Research shows that digital media, when used correctly, can increase learner engagement and attention and allow them to learn at their own pace.

A critical look at digital media

Despite its benefits, digital media should not be overused for educational purposes with young children without good reason.
Excessive screen time can lead to a reduction in physical activity and social interaction, which is particularly concerning for children. Interaction with digital media can lead to superficial learning as content is skimmed over too quickly and without in-depth processing. This can inhibit the development of deeper cognitive skills.

Furthermore, Mark Bauerlein argues in his book “The Dumbest Generation” that digital media can shorten young people’s attention spans and reduce their understanding of complex literary and philosophical concepts. Such perspectives are particularly relevant when it comes to assessing the long-term effects of digital media on cognitive development.

The advantages of digital media are its scalability, the ease with which content can be updated and the ability to appeal to different learning styles through multimedia content. On the other hand, there are risks such as the potential promotion of a passive learning mindset and the danger of distractions caused by multitasking between different apps and platforms. Other disadvantages include the often underestimated need for self-regulation and media literacy in order to use digital learning resources effectively.

In “Learning with Board Games”, Elizabeth N. Treher explores the educational benefits of board games, highlighting their ability to improve engagement and retention of information. It is emphasized that effective learning combines hands-on (physical interaction) and minds-on (strategic thinking) activities that board games naturally integrate. Board games promote deeper understanding and improve retention by requiring players to physically engage with the game elements and mentally develop strategies. These games also promote critical thinking and problem solving skills by providing fun challenges. In addition, the social aspect of board games improves communication skills and teamwork through interaction between players, supports different learning styles and adapts to individual educational needs.

For me, the question now was whether I wanted to move further in the direction of a digital learning app or to what extent digital media could possibly be a useful addition if I continue to pursue my prototype for a board game.

Despite the advantages mentioned, I tend to avoid digital media for the moment and instead consider other methods that promote deeper, more reflective learning. This approach is based on the belief that children learn more effectively through direct, physical and social interactions, and that real-life experiences and direct interpersonal exchanges deepen learning and increase retention.

by ellen.dressler -

13 | Pros and Cons of my ideas

After presenting my three paper prototypes in my last blog post, I would now like to go into more detail about the advantages and disadvantages of the individual ideas.

App

Developing an app provides an interactive learning environment that encourages children to actively participate in the learning process, which increases attention and engagement. Because of the easy adjustability content can be updated regularly to incorporate new topics or changes in sustainability. Gamification elements such as rewards and level-up systems can make learning about sustainability more engaging, while the multimedia presentation appeals to different learning styles through videos, texts and interactive games. The app can cover a wide range of topics, allowing users to learn at their own pace and delve deeper into topics of particular interest to them. Due to its global reach, awareness of sustainability could be promoted worldwide.

However, using an app also comes with challenges. The increased screen time can have a negative impact on children, and the distraction of other apps can reduce the effectiveness of learning. Dependence on the availability of technological devices and the risk of superficial learning are further disadvantages. Digital learning can also have an isolating effect on children which other forms of learning might not have.

Real life gadgets

Real life gadgets make it possible to integrate learning experiences into everyday life and deepen the understanding of sustainability through physical interaction. This tangibility is particularly effective with younger children and enables direct behavior change through practical application. The fun factor of the gadgets keeps the topic of sustainability positive and encourages continuous learning. Long-term commitment and the promotion of personal initiative are further advantages of this method. The immediate feedback loops, such as the sense of achievement when recycling correctly, reinforce positive behavior.

However, the limited educational content provided by physical gadgets can be problematic. Their longevity could be limited by wear and tear, and didactic flexibility is restricted. In addition, the possibilities of use could be limited by external circumstances such as weather or location.

Board game

Board games provide an excellent platform for social learning by encouraging group interaction and discussions about sustainability. They allow for playful education and the deepening of complex concepts through strategic moves. Board games do not require digital technology, which makes them particularly energy efficient. Their longevity and ability to promote responsibility different scenarios are significant advantages.

However, once content has been produced, it cannot be easily updated, which can be a disadvantage as themes change. The physical space and commitment required from multiple players can also present challenges. The repetitiveness and limited learning potential could cause player interest to wane. The reliance on group dynamics could also lead to unequal learning experiences.

In conclusion, each of these prototypes—app, real-life gadgets, and board game—offers unique approaches to teaching sustainability, each with distinct benefits and limitations. Ultimately, the goal is to create an engaging, effective, and accessible tool that empowers the next generation to embrace sustainable practices.

by ellen.dressler -

12 | Paper-Prototypes

At the beginning of this semester, we were given the task of creating three paper prototypes to help us visualize the initial ideas of our project. I chose the area of environmental sustainability because it most inspires me personally and I see the greatest potential to have a positive impact on future generations.

To accommodate different learning styles and interests, I visualized three different approaches to communicating this topic.

App

A mobile application that guides players through various environmental topics in a playful way. Players acquire knowledge in mini-games, short educational videos and easy-to-understand texts and test their knowledge in a quiz. After successfully completing a level, they unlock the next learning area. This app could also include an interactive map of the real world where children can discover local environmental problems and suggest solutions.

Real life gadgets

Gadgets that make everyday situations such as separating waste, saving water or switching off the lights more fun. One example is attaching small basketball hoops above the garbage cans, which not only increases the fun factor but also promotes waste separation. Also, for example a gadget in the form of a “magic switch” could be developed to help children visualize how much energy they save when they turn off the lights.

Board game

A board game that integrates environmental issues into a shared gaming experience with friends and family. Through creative game tasks that impart knowledge and encourage reflection, awareness of ecological sustainability is raised in a playful way. The game could e.g. include question cards about different environmental issues. If they are answered right the player can move forward with their token.

In quick feedback rounds, similar to the concept of speed dating, I was able to get valuable feedback on these ideas from my fellow students during the course. All three approaches were similarly well received, which is encouraging on the one hand, but did not make my decision-making process much easier on the other. The app was particularly highlighted as the most flexible and customizable medium, which also offers the ability to dynamically update and expand content.

In the next blog post, I will evaluate the advantages and disadvantages of each prototype in detail. The goal is to develop a teaching method that is not only informative but also highly entertaining in order to effectively sensitize children to the importance of sustainability. Their early involvement in these important topics could be the key to shaping a generation that is conscious and responsible in its use of our planet’s resources.

by ellen.dressler -

11 | How do children learn best?

At the end of last semester, I decided to focus my research on how to introduce the topic of sustainability to children in a way that is suitable for them, in order to raise awareness of this important topic at a young age.


Understanding how children learn is crucial for designing educational content that effectively engages and informs them.
Research has shown that children learn best through interactive, hands-on experiences that capture their interest and imagination. Games, whether digital or physical, play a significant role in this learning process due to their interactive nature and ability to motivate and engage young minds.


Children are naturally curious, and their learning processes are highly influenced by their environments. According to Piaget’s stages of cognitive development, children move from a sensory stage in early childhood to more complex stages of logical thinking as they grow. This developmental perspective suggests that learning activities should be age-appropriate and aligned with their cognitive abilities.
Vygotsky’s theory of the Zone of Proximal Development (ZPD) further explains that children learn best when they are guided by someone more knowledgeable and when the task is just slightly above their current ability. This is where educational games excel, as they can offer scalable challenges and immediate feedback—both of which keep children within their ZPD.

Games are particularly suitable for children’s education because they can incorporate several pedagogical principles:

  • Active Engagement
    Games require direct participation, keeping children actively engaged rather than passively observing. This engagement is crucial for learning, as active participation helps to consolidate new knowledge
  • Immediate Feedback
    Games often provide instant feedback on the player’s actions, which helps children understand the consequences of their decisions and aids in quicker adjustment of their strategies
  • Incremental Challenges
    Many educational games feature levels that progress in difficulty, catering to the natural development of children’s skills and knowledge
  • Contextual Learning
    Games can simulate real-world scenarios where children can practice and apply new knowledge in a safe environment, enhancing their understanding and retention
  • Social Interaction
    Games that encourage multiplayer interaction promote social skills and collaborative problem-solving, important components of cognitive and emotional development

While games need to be enjoyable to keep children engaged, they must also be challenging enough to promote learning without causing frustration.
Games should include various types of content and challenges to cater to different learning styles, such as visual, auditory, and kinesthetic.

The effectiveness of game-based learning has been supported by numerous studies. Resources like „The Cambridge Handbook of the Learning Sciences“ suggest that games are powerful learning tools because they simulate real-world processes and allow for experimentation and discovery. Additionally, organizations like the Joan Ganz Cooney Center at Sesame Workshop published reports and research findings that highlight the benefits of digital media, including games, as learning tools for children.

In conclusion, games are an excellent medium for educational content, particularly for children. They align with natural learning processes by providing interactive, engaging, and challenging environments that make learning enjoyable and effective.