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Chapter 2 - Communication for Stronger Learning Game Design
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- By Susan L. Coleman, Intelligent Decision Systems, Inc., Ellen S. Menaker, Intelligent Decision Systems, Inc., Jennifer McNamara, BreakAway Games, Tristan E. Johnson, Northeastern University
- Edited by Talib S. Hussain, Susan L. Coleman
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- Book:
- Design and Development of Training Games
- Published online:
- 05 May 2015
- Print publication:
- 10 November 2014, pp 31-54
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- Chapter
- Export citation
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Summary
Abstract
In this chapter, you will learn about the unique challenges of learning game design, the necessary multidisciplinary makeup of learning game design teams, and ways to improve team efficiency and effectiveness through communication. Learning games combine content and context to create a meaningful interaction between players’ experience and learning. They often employ an experiential learning strategy and have been called “designed experiences” (Squire, 2006). When learning games are viewed in this light, designing them becomes quite a challenge for several reasons: 1) many variables must be manipulated to achieve the right kind of learning experience at the right time; 2) learning game design has characteristics of ill-structured problem solving; 3) as an ill-structured problem, it requires learning game designers with a high level of expertise; and 4) the solution will require input from multiple disciplines. Having a highly skilled multidisciplinary design team raises another set of challenges including the development of a shared mental model. Research has shown that when team members think similarly, they are more likely to work effectively together (Cannon-Bowers & Salas, 1998; Guzzo & Salas, 1995; Hackman, 1990). When team members understand their differences and take measures to leverage them, learning game design teams are strengthened, leading to a more efficient and effective design process. Research indicates that multidisciplinary learning game design team members think differently about: 1) design goals; 2) authenticity requirements; 3) feedback design; 4) the integration of fun within the learning experience; 5) term definition; and 6) documentation contents. Current design models do not include steps to mitigate these differences and to build a team’s shared mental model. Therefore, we provide specific actions that should be integrated into a learning game design model to support the critical and necessary communications among learning game design team members.
Chapter 1 - Learning Game Disciplines
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- By Talib S. Hussain, Raytheon BBN Technologies , Ellen S. Menaker, Intelligent Decision Systems, Inc., John J. Lee, UCLA, Wallace Feurzeig, Raytheon BBN Technologies
- Edited by Talib S. Hussain, Susan L. Coleman
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- Book:
- Design and Development of Training Games
- Published online:
- 05 May 2015
- Print publication:
- 10 November 2014, pp 6-30
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- Chapter
- Export citation
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Summary
Abstract
As you get started on your project to create a serious game for learning, it is important for you to recognize that you and your team will likely need the skills of several different disciplines to achieve success. Usually, this means that you will be working with colleagues who have been trained in a different field from yours. By better understanding what the key concerns and methods of their disciplines are, you will better understand where your teammates are coming from and the processes they are used to. We introduce the standard methods used in the supporting fields of instructional system design, software development, game design, assessment development, and story creation and discuss some of the main strengths of each area as well as some of the typical challenges that practitioners in each area face.
Introduction
So, you’re thinking of developing a game to help teach some valuable knowledge and/or skills. How do you go about designing and developing your learning game efi ciently? What steps are involved? Who needs to be involved? What are the gotchas to be aware of and how do you address those issues effectively? How do you ensure that your learning game successfully engages your learners while effectively teaching them?