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Coordinating Professional Practice with Course Pedagogy in the Design of a Serious Games course
PROCEEDINGS

, , Ithaca College, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract The design of serious games is having a enormous impact on the employee training (Aldrich, 2005) as well as on the education of future instructional designers (Charsky, 2010b). The presentation will detail the results of a study that explores the practices of professional instructional designs that have created a serious game for employee training. The data from the interviews will be analyzed to determine the methods and processes for communicating content, ways to measure effectiveness of both instruction and game play, utilizing representations, and employing game features. The results of these interviews will inform the design of a undergraduate level serous game course. Assessment of the course project, where students have to design a serious game, and surveys of students on their learning and design process will be presented. The study has the potential to influence the theory and practice of serious games and the pedagogy for college level serious games courses as well as the professional development of instructional designers.

Citation

Charsky, D. & Ryan, W. (2012). Coordinating Professional Practice with Course Pedagogy in the Design of a Serious Games course. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 30-34). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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References

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