Purpose -This paper aims to identify successful game strategies that are used in digital video games and match those strategies to practices that may be incorporated in instructional design to gamify the learning experience. Design/methodology/approach -The identification of successful strategies is based on literature explaining gamification and game strategies. Examples and suggestions of gamification are included from scholars, business leaders and actual practices. Findings -The successful game strategies identified can be transferred into the learning environment without the inclusion of video games. Strategies identified support learner competence, relatedness and autonomy and encourage instructional designers or instructors to examine game play, realize how play can be used to provide more meaningful experiences to learners and rethink assessments. Originality/value -The identified game elements are supported by motivation theory. These identifications offer instructional designers a list of game elements from which they may refer when designing in the future.
Purpose Instructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional designer who is interested in GBL approaches to enhance learning especially for the novice learner. Design/methodology/approach The methodology for determining the instructional designers’ roles is based on the comparison of game-based and traditional instructional design and the identification of what is needed to aid instructors and designers in development and evaluation of GBL products. Findings The literature reveals that GBL shows learning potential. The existence of slim empirical research cannot posit GBL effectiveness in general, within specific disciplines, or with specific learner types. If GBL is to be effectively included in instructional design, the instructional designers, game designers and educational stakeholders need to collaborate to understand and combine optimal design features that meet both game and education objectives and to develop a common nomenclature so that research and its findings can be effectively communicated. Originality/value This review identifies specific digital game-based strategies that align with the learning goals sought in instructional design, differences between game and instructional design and steps needed for the instructional designer to bridge gaps in knowledge or practice between educators, researchers, game designers and instructional designers. These identifications may aid all GBL stakeholders in development of future GBL.
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