![](bga.png)
In buying a new drum, the next level starts. Any open
level can be played with the purchased drums. With
the increasing number of drums, the game becomes
more difficult. More coins can be won and bigger,
additional instruments bought. Rhythms are growing
faster and more complex. While the first purchase is
easy to obtain, further advancement is based on im-
proved skill. There are a large number of levels and
care will be taken to create fun graphics.
6 CONCLUSION AND FUTURE
WORK
We have aligned current cultural motivators for the
general audience with a design recipe and an anti-
pattern. Based on the responses of a large number of
participants, it was shown that different demographics
may differ in certain aspects of game features; there
are nonetheless several very important commonali-
ties. Namely, what constitutes fun, that rewards need
to make sense to improve learning and that competi-
tion is relevant mostly with respect to self. We have
shown how the use of levels is constructive for users.
By providing a recipe and showing how this is applied
during design, a generalizable contribution to the field
of study has been provided. An anti-pattern furthers
understanding of mistakes to avoid during design.
While there are studies providing recipes in gamifi-
cation (Nicholson, 2015) or blended learning (Naaji
et al., 2015), these are not based on large numbers of
participants, nor are they focusing on generic vs. spe-
cific motivators as a function of demographics. The
elaboration of current literature in the field of games
in education, the analysis of responses from gamers
and the ensuing detailed analysis of game design and
its generalization has led the authors once more to
believe that game design is necessary to put the en-
joyment back into learning while improving learner
skills. Regarding future work, there are at least two
areas of work. Given the learning from the survey, a
new design of the survey and re-run would be impor-
tant. In order to show the relevance of game design in
academic content, there must be more focus on mea-
suring learning impact. There are too few studies ac-
cording to the literature (Boyle et al., 2016), for ex-
ample (Novak et al., 2016). Even if there are smaller
studies, these are often not general enough because
they are generated in a specific environment without
quantitatively motivated framework nor performed on
a large number of participants. More research effort
is needed regarding generalizability and outcomes as-
sessment.
ACKNOWLEDGEMENTS
A big thank you goes to the people who participated
in the survey in order to help understand the current
motivation behind playing games.
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