This project draws from science communication, educational theory, and game design to address

the challenge of creating educational games in spatially-located, free-choice learning environments

while under resource constraints. This thesis describes the creation of the Gameful Experiences for

SciComm Framework (GEFS Framework). The GEFS Framework is demonstrated by developing a

spatially-located game, The Amazing Trace.

The GEFS Framework is a novel framework developed to inform the design and development of

scalable, resource-efficient, gameful experiences for informal education. This framework addresses

a need in the literature for a structured approach balancing educational outcomes with science

communication objectives, prioritising resource efficiency as the number of players increases. The

GEFS Framework provides structured guidance in the design phase of game development through

four components: Messaging, which focuses on science communication objectives and audience

analysis; Pedagogy, which suggests relevant educational theory; Mechanics, which bridges theory

and design considerations; and Development, which balances practical considerations and player

feedback through iterative design and play-testing.

The efficacy and application of the GEFS Framework were explored through the design and

analysis of The Amazing Trace, a conceptually unique open-source game I created to improve

orientation experiences for university students. This study compares The Amazing Trace with

traditional campus tours, assessing perceptions of effectiveness in conveying spatially-located

information and facilitating navigation in an unfamiliar environment. The Amazing Trace (n=86)

and Campus Tours (n=82) were assessed through a mixed-methods research design, collecting

quantitative data to measure the relative efficacy of each activity and qualitative data to explore

participant experiences of the activities. No statistically significant difference was found between

The Amazing Trace and Campus Tours for reported confidence in navigating unfamiliar spaces in

first-year cohorts (p=0.1528). Similarly, The Amazing Trace was as effective at communicating

spatially-located information as Campus Tours, with participants of both activities reporting

iiisimilar increased understanding of student services (p=0.5118). Quantitative analysis reveals

that participants achieved learning objectives at comparable rates; qualitative analysis reveals

their experiences were vastly different, with participants in The Amazing Trace reporting more

frequently on themes of “fun” and “challenge” and Campus Tours reporting more frequently

on “learning”. These findings suggest that gameful alternatives to traditional activities can be

equally effective at achieving learning outcomes while being more adaptable to variable numbers

of participants. Qualitative insights suggest that a gameful approach can enhance engagement,

group dynamics, and exploratory learning, offering an interactive learning experience that can

cater to diverse audiences. This study faced challenges with outdoor gameful activities, such as

physical demands and environmental conditions, and recognises the need for future iterations of

The Amazing Trace to consider accessibility and physicality.

By merging theory and practice, this thesis advances the knowledge of spatially-located learning,

game design, and science communication. It presents the GEFS Framework and validates using it

to build spatially-located games for informal education. Suggestions for future iterations of The

Amazing Trace include mechanics about lecture etiquette and allowing participants to delay specific

locations. Developing additional resources for the GEFS Framework could make it more accessible

and available for broader use.