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1.
Preparing Instructional Designers for Game-Based Learning: Part 1   总被引：1，自引：0，他引：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.
In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about instructional game design. In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views posited in Parts I-III.  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.
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   

5.
Designing collaborative multiplayer serious games   总被引：1，自引：0，他引：1  
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   

6.
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   

7.
While there are several positive outcomes from implementing game design in a formal learning context, there are also challenges that have to be considered in order to improve game-based learning. This is explored in the article, using the concepts of activity frames and stancetaking, focusing on the social organization of the game design activity. Building on video data from one 6th grade class and one 7th grade class designing computer games based on their social studies curriculum, this article shows that tensions arise when students fail to agree on what the activity they are doing is really about: The academic content and what students commonly perceive as school activities, or a game design activity informed by their leisure time. The main argument is that the students position themselves as students, game designers or characters, and that this may cause tensions in the students’ social interactions.  相似文献   

8.
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9.
Over the past decade, there has been ongoing debate relating to the use of suitable pedagogical approaches for designing learning environments to develop skillful games players. There has, however, been little consideration of the “digital age of learning” and the global success of the digital video game industry. Using the educational work of James Gee, this article attempts to rationalize how a “digital video games approach” differs from other learner-centered pedagogies currently employed for teaching and coaching games. Examination of the literature suggests that the learning gains from Teaching Games for Understanding and the Constraints Led Approach ignore the meta-cognitive dimension of learning how to play games—surely an important consideration for long-term development. Accordingly, by drawing on experiences from digital video game design, we examine how games practitioners might utilize such an approach for meta-cognition in coaching or teaching practice to stimulate player learning.  相似文献   

10.
Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging students’ learning of science and enhancing student motivation. We discuss the design of the environment and present research conducted. Our findings demonstrate that the design of an engaging, interactive environment using a game-based approach can help students have fun while learning.  相似文献   

11.
Computer and video games are a prevalent form of entertainment in which the purpose of the design is to engage players. Game designers incorporate a number of strategies and tactics for engaging players in “gameplay.” These strategies and tactics may provide instructional designers with new methods for engaging learners. This investigation presents a review of game design strategies and the implications of appropriating these strategies for instructional design. Specifically, this study presents an overview of the trajectory of player positioning or point of view, the role of narrative, and methods of interactive design. A comparison of engagement strategies in popular games and characteristics of engaged learning is also presented to examine how strategies of game design might be integrated into the existing framework of engaged learning. The preparation of this article was supported in part by the Proctor & Gamble Interactive Media Fellows grant. The ideas expressed in this paper do not necessarily reflect the position of the grant agency. R Thanks to the ETR&D Development Editor, J. Michael Spector, and the reviewers for their insightful comments and suggestions. Thanks, too, to John C. Belland and Keith A. Hall for their advice and mentoring.  相似文献   

12.
This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.  相似文献   

13.
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   

14.
There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning.  相似文献   

15.
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   

16.
Researchers and instructional designers are exploring the possibilities of using video games to support STEM education in the U.S., not only because they are a popular media form among youth, but also because well-designed games often leverage the best features of inquiry learning. Those interested in using games in an educational capacity may benefit from an examination of the work of video game designer Will Wright. Wright designs through a constructivist lens and his open-ended, sandbox games (SimCity, The Sims, Spore) present wide ??possibility spaces?? that allow players to exercise their critical thinking and problem solving skills. His games invoke a delight in discovery that inspire creative acts and interest-driven learning both during and outside of the game. Finally, he reminds us that failure-based learning is a viable strategy for building expertise and understanding.  相似文献   

17.
Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students’ abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.  相似文献   

18.
This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game’s characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic.  相似文献   

19.
When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games.  相似文献   

20.
Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female‐oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and ‘pink’ software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female‐oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.  相似文献   

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