Information Technology Reference
In-Depth Information
Chapter 9
An Analysis of Design Strategies for Creating
Educational Experiences in Virtual
Environments
Theresa Horstman
1
and Stephen Kerr
2
1
University of Washington, Seattle, WA, USA, e-mail: thorst@u.washington.edu
2
University of Washington, Seattle, WA, USA, e-mail: stkerr@u.washington.edu
Introduction
In this chapter we analyze and compare e-learning instructional design method-
ologies with those of video game design methodologies to better understand how
differences in design strategies shape the ways in which users engage with video
games and e-learning. Although focused on the similarities and differences in design
methodologies, we limit our topics to concepts specific to learning and content
management. The purpose, through comparative exploration, is to discover poten-
tial design strategies that may improve the quality and effectiveness of e-learning
courses through increased engagement.
Though we focus on content design choices we do not evaluate the difference
in designing for different organizations or target audiences. The fundamental differ-
ences of designing a course for children versus adults or academic versus workplace
remains intact—it is the process by which one designs for the technology that is
under evaluation.
An important component that influences e-learning design that will not be cov-
ered in detail is the method of project management. How an e-learning course
development cycle is managed has a significant impact on the degree in which
technology can be integrated into the design. In some e-learning development
organizations the project management process that guides the development of
instructor-led training or classroom-based materials is the same for e-learning devel-
opment. In other organizations, a different project management process, similar to
software development, is used and tends to be more accommodating for integrat-
ing technology into courses. Given the scope of our topic we assume the project
management cycle would adjust accordingly.
Lastly, this chapter does not include an analysis of board games or other forms
of game play. This is to limit the focus on how content is treated and organized in
