The game, which will be entirely web browser based, will begin with an introductory training level (the importance of which is noted by Gee 2003) introducing players to the DfS interface and a short sequence of simple puzzles demonstrating the search and pan and zoom features.
The first level will begin with the player selecting the region they wish to play. It is envisioned – and will be suggested within the interface - that this would be the area in which they teach as this will make any completed tasks more easily reusable in the classroom. Once a region is selected the map will zoom out to the least detailed level of OS mapping features (the top level, above this, shows only an outline of the country). Once the area is in view the features of the map will fade out and the first level will begin.
Each level will involve a series of tasks that, once completed, allow the viewing of features on the map. Tasks will vary in difficulty but it will be possible to skip and later return to each task so that a variety of levels can be undertaken and progression is not linear. Players will be able to track how they are doing with graphics that indicate what number of tasks are completed at each level. An optional feature would be to view the map in full detail for comparison to visually compare game progress.
Throughout the game players will be able and encouraged to reflect on their experience. Some tasks will explicitly request the player to submit ideas than can be shared, others will request specific contact with other players, but all tasks will include an option to share experiences and comments at the end and to discuss that task with other players. This could be facilitated either through a customised discussion board or through the use of commenting on the task completion page. Where specific ideas or task notes have been shared, social functions that allow fellow players to say “I think this is great” or “I have a question” or to leave a comment will help build an informal reputation system within the game. This may further boost the confidence of creative but novice players and would hopefully help prompt in-person discussions between colleagues (who may not normally work with each other/in the same subject area) about lesson plans and ideas.
Related to this definition of the game is the Concept Specification which briefly summarizes the form of the game and the Learning Objectives Mapping which describes the relationship between learning objectives, learning activities and tasks within the game.