Abstract
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.