Foundation for problem-based gaming

Article is focused on the development of a model about problem-based gaming that can be used to design a successful educational game.
"The PBG approach emphasizes the meaning of authentic learning tasks, experiential learning and collaboration. Because games usually allow players to creatively test hypotheses and reflect on outcomes in the game world, experiential learning theory provides an appropriate basis for PBG."
The PBG model splits the cyclic learning process into elements (learning process with games):

• Strategy formation to solve the given problem
• Active experimentation (player test his strategies and hypotheses in the game world and observes the consequences.)
• Processing/Reflection stage (feedback that the game provides the player's actions should support reflective thinking and knowledge construction by focusing a player's attention to relevant information from the learning point of view.)
• The outcome of reflection : personal synthesis or appropriation of knowledge, validation of hypothesis laid during playing strategy formation or a new strategy to be tested.

This model really emphasizes the reflection stage, stating that it is the most critical stage and a vital factor of learning. It is important that the player be made aware of reflection, and how it can be facilitated, because it's outcome determines their behavior in the game.
During the reflection stage, if the player chooses to continue using the same strategy , it's known as single-looped learning, and is not effective. One thing that can lead to single-loope learning is lack of challenge! "...It is important that the player endeavours to test different kind of strategies in order to expand knowledge on the subject matter and optimise playing strategy."

So what game elements facilitate reflective thinking?

• performance of other teams playing the game
• Game design can disturb reflection (too fast playing tempo)
• Complexity an also disturb reflection ( too many changing components, so the player is not able to pay attention to them all)
• If the interface of the game requires too much cognitive processing, there will not be enough room to reflect on the game. (Making the game controls and interface 'transparent', to allow them to focus on game-play)