Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex interaction of persons and digital resources. With the increasing availability of computer devices in schools it is reasonable that teachers should consider the use of computer games to support learning; to some extent leveraging the engagement of many children with these games but to a greater degree providing a more diverse range of learning experiences. Engaging individuals with learning in these societal situations means concepts and skills are connected to the context and remain a powerful tool for decision making and problem solving in the world. Yet, a range of barriers need to be overcome to make a game effective for its educational purpose.
In this paper we discuss the learning and game design principles explored and used to develop a nanotechnology game. The aim of the project is to have secondary school students play the game as a nanotechnologist who critically engages with science content and inquiry skills needed to solve problems and make informed decisions in the game's virtual city. The player will have opportunities to pursue research paths that will have varying levels of efficacy against the game problem or issue. In game feedback allows the player to review the consequences of their actions, and plan subsequent rounds of research. A second layer of the game contains key science and nanotechnology concepts embedded with game play that requires players to engage in nanotechnology experimentation or simulations.
The game development experience described in this paper is framed by a review of the educational theory informing our project and the questions that are driving our future research as we take the nanotechnology game into the classroom to investigate its impact on students' engagement with science. We propose that transformational games such as the nanotechnology game described in this paper will be an important component of the re-crafting of teaching and learning in the digital age and that the transformational potential of computer games can extend well beyond science and even schooling. The design principles described in this paper can be used to develop transformational games in a wide range of application domains.