Preparing Instructional Designers for Game-Based Learning: Part 1

Abstract

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views.

Game-based learning considerations for instructional designers

“…Video games that are designed for instruction are referred to as serious games or educational (Hirumi et al , 2010). For the purpose of explaining the trends of gaming, a serious game will be defined as a digital, interactive game that is designed primarily for learning.…”

“…Research has not been able to keep up with the rapid advancements in video game technology design and its effectiveness for educational purposes (Hirumi et al , 2010; Nelson et al , 2016). In fewer than eight years, June 2008 to 2016, the Apple App Store went from non-existence to providing 80,000 educational apps (Apple, 2016; Rao, 2012).…”

“…Multi-player video games have been reported to enhance social skills, improve leadership skills and enhance knowledge of teamwork and collaboration that may also benefit the working environment (Ashinoff, 2014), and to aid learners in recognizing and using fellow players’ resources (Myers and Reigeluth, 2017). There are dozens of genres of digital games with unique characteristics that may support varying learners and learning opportunities (Hirumi et al , 2010). Therefore, the designer must carefully pick and choose the game(s) that might be used to complement the chosen curriculum.…”

“…ID has developed valuable tools and processes, but those by themselves do not ensure high-quality instruction. According to Van Eck (2010), creativity and artistry combined with learning theory and instructional process, such as ADDIE, result in the quality of education desired. Van Eck (2010) posited that as instructional gaming is a relatively new field, it can only get established by emergent design and research; however, there is no reason that existing theory and practice cannot be implemented into games.…”

“…According to Van Eck (2010), creativity and artistry combined with learning theory and instructional process, such as ADDIE, result in the quality of education desired. Van Eck (2010) posited that as instructional gaming is a relatively new field, it can only get established by emergent design and research; however, there is no reason that existing theory and practice cannot be implemented into games. Myers and Reigeluth (2017) recommended that designers interested in the game-based approach should understand the principles and methods of the experiential, simulation and problem-based ID approaches.…”