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1.
《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
2.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
3.
Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction. 相似文献
4.
The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the exploration of concepts. The field, however, lacks research on how best to teach with games. For example, an unanswered question is whether gameplay should take place before instruction, after instruction, or integrated throughout in order to maximize the effectiveness of the game. To answer this question, a study was conducted with 103 middle school students who either played a digital game designed to teach algebraic concepts before receiving formal instruction, received formal instruction before playing the game, or received formal instruction intermittently during their gameplay session. The results indicate while on average all participants showed improvement in terms of learning, those who played the game before receiving instruction showed significant improvement. These results provide evidence supporting the theory that games are effective when used as an advanced organization tool. 相似文献
5.
Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists. 相似文献
6.
Game-based learning has been a popular development and recommended as an effective pedagogy in educating new generations of learners. Few studies, however, have demonstrated the efficacy of game-based learning on learners’ academic performance with empirical data. The described learning outcomes of game-based pedagogy within the limited available research are diverse. One prominent explanation is the lack of established guidelines. This paper addresses the issues of game design guidelines through a qualitative phenomenographic perspective of the experience of a group of students designing an educational game utilizing an adapted instructional design (ID) model – the gentry model. The results revealed the participants benefited from the process primarily in two capacities: a significant growth in their knowledge of game design and content knowledge; and great enjoyment and high motivation in the learning process. We conclude ID models with proper adaption and adjustment are effective to provide guidance and improve the efficacy of game-based learning if more ID models will be examined. 相似文献
7.
Maria Cutumisu Doris B. Chin Daniel L. Schwartz 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2977-3003
A major goal of contemporary education is to teach students how to learn on their own. Assessments have largely lagged behind this goal, because they measure what students have learned and not necessarily their learning processes. This research presents Posterlet, an assessment that collects evidence regarding the strategies that students choose while learning on their own. Posterlet is an educational game-based assessment that measures two design thinking choices: students’ choices to seek critical (ie, negative) feedback and to revise their work while they learn graphic design principles through creating posters. This research also presents an examination of students’ choices to seek feedback and to revise, as well as of students’ learning outcomes based on these choices. This game-based assessment approach is empirically validated with three research studies sampling nearly 300 middle-school and college students who played Posterlet and completed a posttest. Results show that the game helps students learn, as students who play the game before completing the posttest learn more graphic design principles than students who only complete the posttest. Moreover, the choices to seek critical feedback and to revise can predict learning and can be used as valid outcome measures for learning. Findings can be used in developing and evaluating models of instruction and assessment that may help students make informed learning choices. A discussion of present and future trends in theory regarding digital feedback environments is also included. 相似文献
8.
Wilfried Admiraal Jantina Huizenga Irma Heemskerk Els Kuiper Monique Volman Geert ten Dam 《International Journal of Inclusive Education》2013,17(11):1208-1218
Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design. 相似文献
9.
Michele D. Dickey 《Educational technology research and development : ETR & D》2007,55(3):253-273
During the past two decades, the popularity of computer and video games has prompted games to become a source of study for
educational researchers and instructional designers investigating how various aspects of game design might be appropriated,
borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of
how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning
and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis
presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b)
a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive
support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster
learning in various types of knowledge. 相似文献
10.
近年来教育游戏产业得以蓬勃发展。教育游戏由于其角色扮演、情境性、互动性等特征成为当前变革教学的重要方式。角色扮演类教育游戏成为学界的研究热点,而且在游戏化学习社区构建、课程设计、学科应用方面进行了卓有成效的探索,但却鲜有从教育游戏中的玩家状态尤其是个体心流体验的角度对教育游戏的学习成效进行研究。立足于这一研究目的,选用一款适合于学生使用的、以安全急救知识为题材的教育游戏,通过构建心流体验与学习效果之间的模型并进行检验分析,结果显示:心流体验与学习结果之间存在显著正相关;游戏频率、游戏经验与心流体验之间存在显著差异;性别、游戏偏好与心流体验之间不存在显著差异。 相似文献
11.
The integration of digital game-based learning environment (DGBLE) enhanced by technology in recent years has been hampered by its complexity and difficulty in realistically addressing teachers’ instructional needs. The pedagogical gap between what teachers think a DGBLE can deliver and what DGBLE can actually offer remains substantial. To preliminarily address the gap, this present qualitative study adopted an end-user-development lens to understand how K-12 teachers as novice end users interpret and design game features in their DGBLEs. The design ideas, situated in teaching scientific subjects, were collected from 19 pre-service teachers in a public university in the United States by semi-structured interviews based on game features identified in the literature. The data analysis, grounded in the ARCS (attention, relevance, confidence, satisfaction) motivational design model, employed the direct content analysis method and revealed the distribution of motivational support among participants’ DGBLEs design ideas. The finding suggested that participants were more likely to incorporate intrinsic motivational support than extrinsic support in their design. This trend could compromise the motivational support of DGBLEs when students need additional extrinsic motives toward the end of learning processes. Further, the study illuminates the importance of incorporating end users’ perspectives early on in the DGBLE design process. 相似文献
12.
Ross A. Perkins Simeon M. Gwayi Paxton A. Zozie Barbara B. Lockee 《Educational technology research and development : ETR & D》2005,53(4):101-108
Conclusion Any discussion of technology as a “tool-only” definition is incomplete. Instructional technology also refers to a systematic
means of solving problems (Reiser, 1987). In the case of Malawi and so many other low-income societies where tools are difficult
to purchase and maintain, one resource that is not in short supply is the number of able and willing people who could themselves
provide solutions to the country's many challenges. The important role of the instructional designer should not be ignored.
Mzuzu University has the benefit of having five trained instructional technologists among its faculty. Increasing the number
of designers with experience in distance teaching and learning would benefit Malawi. The insight provided by people who have
taken instructional design, educational psychology, and related courses, would undoubtedly open minds to new possibilities.
Not only could they guide instructional development for Web-based learning, they could design and offer training on new technologies
as they become available. Although consultants from outside Malawi can offer excellent advice based on their education and
experience, such input is necessarily limited by the lack of a true understanding of contextual issues. The advantage indigenous
designers have, of course, is first-hand knowledge of their own context, which plays a very important role in shaping instructional
decisions (Arias & Clark, 2004; Perkins, 2003; Tessmer & Richey, 1997). Indigenous instructional designers should be called
on first to offer guidance as leaders in ministries and at international funding agencies seeking reasonable solutions to
the challenges to access and growth that lie before them. 相似文献
13.
Designing collaborative multiplayer serious games 总被引：1，自引：0，他引：1
Viktor Wendel Michael Gutjahr Stefan Göbel Ralf Steinmetz 《Education and Information Technologies》2013,18(2):287-308
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future. 相似文献
14.
15.
Chiung-Lin Liu 《Interactive Learning Environments》2017,25(8):1009-1024
This study used OpenTTD, a video game that supports in-depth experiential learning, to evaluate undergraduate students’ opinions regarding supply chain and logistics management learning. The 101 undergraduate participants were assigned to either an experimental group or a control group. From the post-test questionnaires, the analytical results suggested that students had more positive attitudes toward video game-based learning than toward traditional education. Additionally, video game-based learning yielded more positive learning experiences than did traditional instruction. In summary, video game-based learning was found to have positive effects on the instruction of undergraduate courses on supply chain and logistics management. 相似文献
16.
Stephen C. Yanchar Melissa Hawkley 《Educational technology research and development : ETR & D》2014,62(3):271-291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered. 相似文献
17.
Christina Keller 《Learning, Media and Technology》2005,30(3):299-311
Universities worldwide offer web‐based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs. 相似文献
18.
《Australian Journal of Learning Difficulties》2013,18(2):193-211
The purpose of this small-scale exploratory study was to examine the effects of using a game-based instructional approach to teach word recognition and spelling to Grade 6 students with reading disabilities (RD) and attention deficit disorders. Treatment and comparison groups were formed. The students were placed in either a traditional spelling group or an alternate game group. Different measures of phonological awareness, phonological memory and rapid naming as well as the word recognition and spelling subtests were administered to six students with RD and attention deficits. The study results indicate that students in the game-based approach outperformed students in the traditional, text-based spelling programs. In addition, the remediation of specific deficit subskills was possible through a game-based approach. Rapid naming, word recognition and spelling subtest results all improved through this method, with rapid naming improving the most. The study provides evidence for marked improvement in engaging behavior as well as literacy skills through alternate instructional methodologies. 相似文献
19.
Taryn Hess Glenda Gunter 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):372-385
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course. 相似文献
20.
Neal Shambaugh Susan Magliaro 《Educational technology research and development : ETR & D》2001,49(2):69-92
Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional
design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying
their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the
teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through
a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design
and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of
the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998. 相似文献