Information Technology Reference
In-Depth Information
relation to the available technology in game design and e-learning. Though board
games and other forms of play have a significant contribution to understanding
effective instructional design, the interests here are specific to the technology and
the comparison between two similar media types: video games and e-learning.
We have included a few assumptions about both e-learning and video games.
The first is that standard practices exist for e-learning design and development
methodologies, and that these are based on the current training and learning industry
standards. As a result, in the instances where exceptions to these rules apply, some
generalized statements are contestable. Although descriptions of practices are based
on accepted standards and industry recommendations, they are made with the under-
standing that e-learning design and development practices are founded on general
best practices and not entirely on hard-fast rules.
The second assumption is about play and learning. Though it may not always be
appropriate to integrate the two together, it is assumed that learning and play are not
mutually exclusive and that making a game educational does not automatically strip
it of its game-like quality. However, whether or not it is fun, is another matter. It
is with this assumption that it may be possible for e-learning to utilize video game
methodologies for designing educational content.
The play and fun associated with video games has a wide array of connotations
a few of which includes immersiveness, challenge, and engagement. These associ-
ations lend themselves to learning and can be considered a focal point for striving
to create better e-learning. However, the drawback for linking immersive to fun
is the assumption that if the activity is fun then the content cannot be taken seri-
ously. Though we do not make recommendations for designing to specific content
it is assumed that some content may not be appropriate for e-learning, regardless of
design strategy.
Lastly, we assume that people learn from playing video games. The content
learned may be specific to the game environment and game play, but learning does
takes place. This is based in the demonstration of player progression through game
play and that game progression cannot be solely attributed to external knowledge—
the player must acquire some new set of knowledge in order to progress in game
play. With this assumption, the question still remains, whether the learning that
occurs in video games can be successfully transferred and measured to external
circumstances.
The categories of topics are based on groupings of shared concepts between
game design and instructional design for e-learning and reflect the concepts which
may lend itself to better understanding how players and students interact with the
medium. The four categories of comparison are; user-centered design, integration
of content, visual representation of content, and motivation.
User-Centered Design
User-centered design in video games focuses on creating a unique and engaging user
experience through game play and user interactions. This includes consideration of
how the user is interpreting, interacting, creating meaning, and engaging with the
