Running Head: DESIGNING FOR GAME-BASED LEARNING
Designing for Game-based Learning Instructional Technology and the Learner, IDT 8052 Project 2 November 22, 2010 Angela V. Christopher christopher.angela@gmail.com avchrstp@memphis.edu
DESIGNING FOR GAME-BASED LEARNING
Designing for Game-based Learning Angela V. Christopher A conversation between the author and her nine-year-old: Q: Why do you like to play video games? A: I like to figure them out, to see how to get to the next world or level. Q: So you like to figure out the problems? A: Yes, that is why I keep playing – to figure it out, how to get to the next level. Q: So what do you learn from playing the games? A: I learn HOW to play the game. Video games have been around for decades. Instructional or “serious games” have also been discussed as far back as the 70’s yet contemporary instructional designers know little about applying good instruction to game-based learning (Hirumi, Appelman, Rieber, & Van Eck, 2010). The demand is here for educational games and “for the ID Field to train designers to make critical decisions about Experiential Modes,” (Hirumi et al, 2010, p. 21). The literature clearly supports game-based learning as a “learning by doing” methodology (Hirumi et al., 2010; Salen, 2007; and Squire, 2006). Furthermore, situated learning, game production, and game play utilize skills across disciplines while supporting the development of multiple literacies and transfer of learning to other academic areas (Demski, 2009; Salen, 2007; and Squire, 2006). Leaders in PK-12 and higher education are also turning to game play in virtual worlds as professional learning networks (Demski, 2009).
On the surface, game design, education, and instructional design seem to be at odds yet review of the literature indicates the fields have similar goals of problem solving, discovery, and social, learner-centered focus (Hirumi et al., 2010; Salen, 2007; and Squire, 2006). Instructional designers and ID faculty must learn how to design effective game-based instructional environments and to teach others how to do so as well. Additionally, Hirumi et al, (2010) suggest instructional designers gain exposure to many learning environments and find a balance between designing for fun and designing for learning. Demski (2009) also notes that educators are engaging in game play to discover what is attractive and borrow it for instructional environments. In conclusion, contemporary instructional designers must be creative and well versed in game design and theory in order to chose the game genre that best suits the particular learning objectives, design game play that is not only instructional but fun, and package the entire content within the game narrative (Hirumi et al., 2010).
DESIGNING FOR GAME-BASED LEARNING References Demski, J. (2009). The WoW Factor. T.H.E. Journal, 36(10), 30-2, 34-5. Retrieved from http://thejournal.com/Articles/2009/11/09/Virtual-Communities.aspx Hirumi, A., Appelman, B., Rieber, L., & Van Eck, R. (2010, May/June). Preparing Instructional Designers for Game-based Learning: Part I. Tech Trends, 54(3), 27-37. Hirumi, A., Appelman, B., Rieber, L., & Van Eck, R. (2010, July/August). Preparing Instructional Designers for Game-based Learning: Part II. Tech Trends, 54(4), 19-27. Salen, K. (2007). Gaming literacies: A game design study in action. Journal of Educational Multimedia and Hypermedia, 16(3), 301-322. Chesapeake, VA: AACE. Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19-29. doi:10.3102/0013189X035008019