This presentation aligns with the Analyzer badge of the WSSG (Why So Serious Games) Academy.
Game developer TERC created Zoombinis (2015) as a remake of Logical Journey of the Zoombinis (1996) (Zoombinis, n.d.). TERC describes itself as an “independent research-based non-profit organization” which develops learning games for all ages (TERC, n.d.). The game targets K-8 students. Players learn topics like math and the scientific method—and employ skills like strategy, hypothesis, observation, and logic to solve the game’s puzzles.
The single-player game starts with a description of the Zoombinis’ origins; their penchant for making, and how the Bloats exploited the Zoombinis—and caused misery. This provides the goal: help the titular Zoombinis escape the Bloats and reach Zoombiniville. You can customize or randomize 16 Zoombinis. Customization includes a variety of hair, eyes, nose, and feet. Finally, players choose the difficulty to ensure it does not exceed expectations.
The rules unveil as the game progresses. From the initial puzzle, the player creates and tests theories to advance. What works in one puzzle might not work in another. Additionally, it’s only after three puzzles you learn you cannot continue without 16 Zoombinis—any less and you must return to the beginning to restart with 16 more.
The story and challenges create interest and flow for the player. The story parallels Joseph Campbell’s monomyth structure (Hero’s Journey) as described by Kapp (2012, p. 43-44). The characters live in a world corrupted by the exploitation, and they choose to flee. The player acts as a “guide” through the challenges. Setback comes when you reach the waypoint with fewer than 16 Zoombinis. Eventually, Zoombinis return to utopia in Zoombiniville (Image 1).
While I didn’t find explicit lesson plans on the website, TERC provides a free eBook aligning gameplay with the mapping to educational standards used with K-8 students.
Gameplay Experience
As discussed in my player type and game choice post, this is my first playthrough of Zoombinis. I completed just over two hours over two sessions; I chose Not So Easy (least difficult) and random characters each round. So far, I accomplished helping two (of 80) Zoombini reach Zoombiniville (Image 2).
I find the game challenging, yet with each successful puzzle I feel rewarded with room to improve my technique. The game uses embedded hints to encourage the player to observe patterns and test theories. When you fail the narrator says, “Yes, Zoombinis were left behind but the knowledge was gained!” This encouraging message meant I did not feel distraught—I used the feedback of failure to test a new hypothesis. And each time I make bolder choices.
The learning aspect of the game feels adequate for the gameplay and difficulty level. While the game’s website includes tips, I haven’t sought them. However, it provided context which I did not pick up on—a goal to help 400 Zoombinis get to Zoombiniville to gain trophies.
Principles of Learning
Zoombinis exemplifies the following from Gee’s “16 Principles of Learning” (2013):
Co-Design
In co-design, what the player does effects the game and outcome of the game; the player must think like the designer to solve the puzzle (Gee, 2013; O’Brien, 2018). In Zoombinis, the limited number of attempts results in the player’s decisions impacting the game—whether this means proceeding with fewer Zoombinis or returning to the beginning of the game.
Manipulation
According to neuroscience, when humans can manipulate something in a fine way, we feel like we embody that space; in games, the player feels like they’re in the game space (Gee, 2013; O’Brien, 2018). Although puzzles occur on a static screen in Zoombinis, the journey map and story create feelings of progression as the player embodies the space.
Well-Ordered Problems
Well-ordered problems allow the player to apply principles they previously learn to more difficult puzzles (Gee, 2013). In Zoombinis, the first puzzle (Allergic Cliffs) requires you to determine which characteristics make the cliffs sneeze (Image 3). After five attempts, the bridges fall. This trial-and-error gameplay teaches how to approach the subsequent puzzles.
Pleasantly Frustrating
Problems lead to good learning when the player feels challenged yet knows they can solve the problem with effort (Gee, 2013; O’Brien, 2018). As I described in my gameplay experience, Zoombinis feels challenging but never to the point of despair. This allows for a sense of flow as you feel engrossed in solving the puzzle—and indeed, my two hours of gameplay seemed to pass quickly (O’Brien, 2018).
Systems Thinking
We encounter problems with complex systems throughout our lives; solving these problems requires understanding how these systems interrelate (Gee, 2013; O’Brien, 2018). Zoombinis encourages you to make decision by finding patterns, using reason, and testing theories. For example, in Pizza Pass (Image 4), you can use a systematic approach to determine the troll’s preferences (which change with each encounter).
Educators can use Zoombinis to create and improve STEM (science, technology, engineering, and math) lesson plans. Teachers could ask students to play as individuals or as as pairs or groups (to encourage teamwork and social learning). After gameplay, learners could discuss or reflect on the methods used solve the puzzles. Teachers could encourage parents to play with students to model principles of learning.
Player Type
Kapp (2012, p. 139) describes mimicry (simulation) in Caillois’s four Patterns of Play as the “temporary acceptance of an imaginary universe.” In Zoombinis, players assume the role of “guide.” The game provides challenge, achievement, discovery, and the opportunity to share what’s learned with other players. Thus, players aligned with Bartle’s Player Types such as Achiever and Explorer might enjoy the game. Achievers enjoy challenge and strive to accomplish a game’s goals; explorers enjoy discovery and sharing what they learn (p. 133-134).
References
Gee, J. (2013, November 13). Jim Gee: Principles on gaming [Video]. YouTube.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
O’Brien, R. (2018, February 19). IDGBL week 3 – 13 principles of gaming and learning from James Gee [weblog post].
TERC. (n.d.). About TERC.
Zoombinis. (n.d.). About.
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