Applying Memory Theory in Game Design (Case Study)

This article reflects upon the design process of the game Tella, an application for tablet computers, designed for children with special needs in the lowest grades at school. The game facilitates learning of mathematics through playing and exploring. The tablet allows the visual and interaction design to work together with sound and movement, in ways that differs from traditional learning material and classroom practices, supplementing both these arenas of learning. Several different pedagogical principles are applied in the game. This article will focus on the concept of implicit memory/priming: Elements (e.g. the number line) are introduced visually at an early stage, but not put into practical use until later in the game. Priming is a concept from the field of memory research, not a pedagogical principle or a learning theory as such, but in connection with designing games this concept is applicable and very helpful. Further on this article reflects upon the balance between game logic and learning logic, when designing serious games. There are contradictions that need to be negotiated if an application should serve as an e-learning resource as well as an enjoyable game. The article suggests a way of developing educational games. The design of the game started by having experienced teachers sit down and work with designers and game programmers. The result incorporate theories and principles of learning, memory, game design and instructional design.