Design-Based Research

Note-taking for Research on Games and Simulations with Jan Plass

Barab, S. A. (2014). Design-based research: a methodological toolkit for engineering change. In K. Sawyer (ed.) Handbook of the Learning Sciences, Vol 2, (pp. 233-270), Cambridge, MA: Cambridge University Press.

Design-based research

Design-based research (DBR) is a subject close to my heart, because it was the basis of my masters thesis, and informs the work of the NYU Music Experience Design Lab. All of our tools are designed and tested in the context of messy and complex natural learning and creating environments: classrooms, bedrooms, studios, and public events. We evaluate our tools continuously, but the only purely empirical and “experimental” methods we use involve Google analytics. We sometimes conduct user research in formal settings, but mostly observe practice “in the wild” between regular iterations.

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Testing the effects of game music on cognition

For Jan Plass‘ class on research in games for learning, I’m working on an experiment testing the effects of game soundtracks on cognitive performance. The game in question is All You Can ET, developed by the NYU CREATE Lab.


Here’s the music:

You’re hearing four versions of the basic 32-bar loop: fast major, fast minor, slow major, and slow minor. We’ll be playtesting each of these versions to see how (or whether) they affect game performance.

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Games for learning research method overview: interviews

Note-taking for Research on Games and Simulations with Jan Plass

Interview With The Vampire

Magnusson, C., Rassmus-Gröhn, K., Tollmar, K., and Deaner, E. Haptimap User Study.

Gomoll, K. & Nicol, A. (1990). User Observation: Guidelines for Apple Developers.

The Apple developer guidelines recommend incorporating user observation and feedback early and often in the software design process. Rather than receiving a set of requirements and then executing against them, developers should make prototypes quickly, test them regularly, and then iterate repeatedly. While these guidelines refer to observations of users as they interact directly with an application, they can also inform the process of interviewing users.  Continue reading

Measurement in games for learning research

Note-taking for Research on Games and Simulations with Jan Plass


Kiili, K., &; Lainema, T. (2008). Foundation for Measuring Engagement in Educational Games. J of Interactive Learning Research, 19(3), 469–488.

The authors’ purpose here is to assess flow in educational games, to “operationalize the dimensions of the flow experience.” A flow state involves deep concentration, time distortion, autotelic (self-motivating) experience, a loss of self-consciousness, and a sense of loss of control.

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Introduction to Research on Games and Simulations

Note-taking for Research on Games and Simulations with Jan Plass

In this post I’m summarizing some writing about the foundations of research on games for learning. It’s a dry topic, so to enliven it I’ve included a bunch of screencaps from Mega Man 2. They have nothing to do with anything, but they look cool.

Mega Man 2 giant fish

Plass, J.L., Homer, B.D., & Kinzer, C. (2015). Foundations of Game-based Learning. Special Issue on Game-based Learning, Educational Psychologist, 50(4), 258–283.

What is a game exactly? One definition: “a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome” (Salen & Zimmerman 2004, 80). Gamification is the grafting of points and stars onto existing tasks, like completing your boring homework. By contrast, game-based learning is more like Logical Journey of the Zoombinis – organically placing learning activities into a conflict structure to make them interesting and engaging.

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