Theory of Fun for Game Design, 2nd Edition

Chapter 7. The Problem with Learning

Learning can be problematic. For one thing, it’s kind of hard work. Our brains may unconsciously direct us to learn, but if we’re pushed by parents, teachers, or even our own logical brains, we often resist most mightily.

When I was a kid taking math classes, teachers always made us write out proofs. Many of the students were good enough at algebra that they could look at a given problem and see the answer and then write it down, but it didn’t matter—the teacher made them actually work it out:

x² + 5 = 30

We weren’t allowed to just write x = 5. We had to write out:

∴ x² = 30 – 5

∴ x² = 25

∴ x = √25

∴ x = 5

We always thought this was stupid. If we could just look at the problem and see that x = 5, why the hell couldn’t we just write it down? Why go through the pesky process? All it did was slow us down!

Of course, the good reason is that multiplying -5 by -5 is also 25, and thus there are actually two answers. Skipping to the end, we’re more likely to forget that.

That doesn’t stop the human mind from wanting to take shortcuts, however.

Once players look at a game and ascertain the pattern and the ultimate goal, they’ll try to find the optimal path to getting there. And one of the classic problems with games of all sorts is that players often have little compunction ...