Game object model version II: a theoretical framework for educational game development |
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| Authors: | Alan Amory |
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| Institution: | (1) Centre for Information Technology in Higher Education (ITEd), ICT, Howard College, University of KwaZulu-Natal, Durban, 4041, South Africa |
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| Abstract: | Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational
landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that
educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic
learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple
representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models;
develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools;
and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge,
conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be
used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer
games in the classroom. |
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| Keywords: | Game object model Educational games Narrative social spaces Ideologies Challenges– puzzles– quests |
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