Instructional design/Intrinsically Motivating/Introductory Exercise

Play "Darts"
Please open the following link to play a version of the popular computer game “Darts.” This particular version has been adapted into an educational game to teach simple fractions. You only need to play a couple of rounds in order to get an idea of how the game works. 

"Darts" Comparison
Now, turn your attention to the following graphic representation of the same game. This version is the same as the original but lacks many elements found within the original game: There is no feedback on if the answer is right or wrong, there are no balloons or arrows, and there is no cheering when the correct answer is given and a balloon pops. Furthermore, there is no scoring system and no limit to the amount of guesses one has to guess the correct answer. Which version do you think is more fun? Which of the above components of the game do you feel are motivational factors that make the game fun to play?

Discussion
If you thought that the original game was more fun, most people seem to agree with you. These are the motivational factors that make the game fun: 1)	Balloons pop when the player gets the right answer. 2)	Through the player’s answer, he or she controls a “dart” that directly “pops” the balloon target. 3)	Cheering is heard when a balloon is popped. 4)	The player only has a certain amount of “darts” to get the right answer. 5)	Because the player is made aware when his or her answer is correct, he or she is motivated to continue playing until the right answer is achieved. Both versions of the game are educational in the sense that they both allow the player to practice simple fractions. However, the original version of the game employs certain design techniques (seen above) which serve to motivate the player to continue playing the game, which ultimately allows the player to gain more practice with the educational goal of the game:  familiarization with simple fractions.