[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601040-105":59,"doc-detail-601040-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","expanding-the-game-design-space-teaching-computer-game-design-in-higher-education","Expanding the Game Design Space - Teaching Computer Game Design in Higher Education","","The article examines game design research within higher education, focusing on how undergraduate—especially engineering—students learn computer game design. Based on observations from their courses, the authors propose an expanded game design space model covering the full development process and emphasizing game design thinking. The model is organized into four interconnected layers: framing and assignment design, multifaceted design thinking, links between formal game elements and problem-based creativity, and evaluation guided by clear framing, supported by course examples.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/expanding-the-game-design-space-teaching-computer-game-design-in-higher-education/601040/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/expanding-the-game-design-space-teaching-computer-game-design-in-higher-education/601040.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address in educational game design research?","Question",{"text":112,"@type":113},"It addresses the lack of research on game design thinking in educational settings and explains how their model contributes to this neglected area.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the expanded game design space model structure the game development process?",{"text":117,"@type":113},"The model covers the entire process using four interconnected layers: framing, design thinking in six aspects, mapping formal game elements to problem-based creativity, and evaluation guided by clear framing.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors emphasize “framing” when teaching game design?",{"text":121,"@type":113},"They argue that clearer framing of the game design assignment helps students not lose their footing in a broad topic and provides guidelines for evaluating design thinking and measuring solutions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601040,1792171250,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Larsen, L. J., & Majgaard, G. (2016). Expanding the Game Design Space – Teaching Computer Game Design in Higher Education. Designs for Learning, 8(1),13–22, DOI: [http://dx.doi.org/10.16993/](http://dx.doi.org/10.16993/)[ ](http://dx.doi.org/10.16993/)[dfl.68](dfl.68)  \n\n| RESEARCH\u003Cbr>Expanding the Game Design Space – Teaching Computer Game Design in Higher Education\u003Cbr>Lasse Juel Larsen* and Gunver Majgaard* |\n| --- |\n| This article considers game design research in educational settings. Its focus is on how undergraduate students – particularly engineering students – learn computer game design. From observations conducted during our game design courses we have developed a model of expanded game design space. It encapsulates the entire development process from the first ideas to the final game with emphasis on game design thinking. Our model of expanded game design space consists of four separate – yet interconnected – layers in the process of game development. The first layer addresses the importance of framing, providing a clear game design assignment that involves the formulation of intended player experience and a description of game mechanics. The second layer focuses on game design thinking from six different aspects of game design chosen in relation to the framing of the game design assignment. The third layer establishes correspondence between formal elements of computer games and the structure of problem-based creativity. It addresses how game design challenges should be formulated and how creative solutions can be measured. The fourth and final layer demonstrates how clear framing can act as a guideline for evaluating game design thinking and for measuring solutions made in the development process. To strengthen our model of expanded design space, we will present examples from our game design courses. |\n| Keywords: game design; computer games; design space; learning; education; creativity |\n\nIntroduction  \nIn recent years interest in game design has grown considerably. Despite this increasing interest, little research has been carried out about game design thinking in educational settings, as Hayes & Games (2008) make clear in their extensive literature review of design thinking in educational settings. The aim of the present article is to correct this lack by making a contribution to this neglected area of research.  \nSince game design thinking in educational settings is a new research area, we have to ensure that we are not confusing it with the use of games as vehicles for learning (Klopfer, 2008; Juel Larsen, 2012; Juel Larsen, 2015a) . Serious games have been, and still are, hotly debated, as Ian Bogost clearly illustrates in Persuasive Games (2007) . Nor does this article include reflections on learning programming to make computer games in an educational setting (Paige, Attridge & Brooke, 2006) .  \nThe main focus of this article is game design thinking in educational settings. It addresses questions like: How should we teach game design? How should we frame a huge topic like game design? Which elements in game design theory should be included and excluded? How  \n* University of Southern Denmark, Odense, Denmark [ljl@sdu.dk](ljl@sdu.dk); [gum@mmmi.sdu.dk](gum@mmmi.sdu.dk)  \nCorresponding author: Lasse Juel Larsen  \ncan we encourage game design thinking? And finally how can we evaluate game design thinking? This article will attempt to answer those questions through our model of the expanded game design space.  \nThis article is based on research conducted during our computer game design courses for undergraduate students. During the first years of running our courses, we did not manage to achieve the desired results either in the quality of student games or in the students’ level of game design thinking. In evaluating the courses, we realised that we needed a clearer framing (Schön and Rain, 1994) of the game design assignment. This would ensure that students would not lose their footing in a field as broad as g","cbCaiaeUdWBNRLWs","https://ap.wps.com/l/cbCaiaeUdWBNRLWs","pdf",1729525,"English","# Introduction\n## Philosophy of Learning\n## Expanded Game Design Space Model\n### Four Interconnected Layers of the Model","[{\"question\":\"What problem does the article address in educational game design research?\",\"answer\":\"It addresses the lack of research on game design thinking in educational settings and explains how their model contributes to this neglected area.\"},{\"question\":\"How does the expanded game design space model structure the game development process?\",\"answer\":\"The model covers the entire process using four interconnected layers: framing, design thinking in six aspects, mapping formal game elements to problem-based creativity, and evaluation guided by clear framing.\"},{\"question\":\"Why do the authors emphasize “framing” when teaching game design?\",\"answer\":\"They argue that clearer framing of the game design assignment helps students not lose their footing in a broad topic and provides guidelines for evaluating design thinking and measuring solutions.\"}]","Expanding the Game Design Space - Teaching Computer Game Design in Higher Education | PDF",1792091862,25]