Serious Instructional Design: ID for Digital Simulations and Games PROCEEDINGS
Katrin Becker, Simon Fraser University / Mink Hollow Media, Canada ; Jim Parker, University of Calgary, Canada
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Digital simulations and games constitute a distinct category of learning intervention that calls for a tailor-made instructional design approach. This article will provide some background for that claim. A brief summary of several well-known I.D. models is presented as well as typical simulation and game design models. These are then combined to form the new synergistic design process model that takes into consideration key features of all three design disciplines, resulting in a new model uniquely adapted for the design of instructional simulations and games. The paper concludes with some lessons learned from first-hand experience designing simulations and games for instructional purposes.
Becker, K. & Parker, J. (2012). Serious Instructional Design: ID for Digital Simulations and Games. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2480-2485). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2018 from https://www.learntechlib.org/primary/p/39955/.
© 2012 Association for the Advancement of Computing in Education (AACE)
- Abt, C.C. (1966). Games for Learning. Cambridge, Mass.
- Becker, K., & Parker, J.R. (2011). The Guide to Simulations and Games: Wiley Inc.
- Branson, R.K., Rayner, G.T., & Cox, J.L. (1975). Interservice procedures for instructional systems development:
- Crawford, C. (1982). The Art of Computer Game Design Available from http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html
- Crawford, C. (1985). Balance of Power (pp. PC): Mindscape, Inc.
- Dick, W., Carey, L., & Carey, J.O. (2001). The systematic design of instruction (5th ed.). New York: Longman.
- Gagné, R.M., Briggs, L.J., & Wager, W.W. (1992). Principles of instructional design (4th ed.). Fort Worth, Tex.: Harcourt Brace Jovanovich College Publishers.
- Gredler, M.E. (2004). Games and Simulations and Their Relationships to Learning. In D.H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, N.J.: Association for Educational Communications and Technology., Lawrence Erlbaum.
- Kenny, R.F., Zhang, Z., Schwier, R.A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9-26.
- Marsh, T. (2010). Activity-Based Scenario Design, Development and Assessment in Serious Games. In R.V. Eck
- Ochoa, A. (1969). Simulation and Gaming: Simile or Synonym? Peabody Journal of Education, 47(2), 104-107.
- Parker, J.R., Becker, K., & Sawyer, B. (2008). Re-Reconsidering Research on Learning from Media: Comments on Richard E. Clark ’ s Point of View column on Serious Games. Educational Technology Magazine, Jan-Feb 2008, 39-43.
- Piskurich, G.M. (2000). Rapid instructional design: learning ID fast and right. San Francisco, Calif.: Jossey-Bass.
- Tobias, S., & Fletcher, J.D. (2007). What Research Has to Say About Designing Computer Games for Learning. EDUCATIONAL TECHNOLOGY, September–October 2007, 20-29.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.