Information Technology Reference
In-Depth Information
difficult, requiring the player to adjust strategies based on ability to incorporate new
knowledge with that which was created in previous experiences, thereby demon-
strating their comprehension again. Progression in game play requires the player
to demonstrate an understanding of the components that comprise in-game content.
More than just passing a test and moving on to the next section, it is virtual action
demonstrated in a situational circumstance that encompasses the unique objectives
to specific content. In addition, it ties different components of the content into a con-
tinuous progression of complex actions. This demonstration cannot be accomplished
unless the UI supports the designed interactions of game play.
User-centered design is also addresses how all of the elements of a game work
together to create the player experience as a whole. This is one of the enabling char-
acteristics in which game design is an effective tool for communicating complex
content because the design approach is concerned with incorporating a wide range
of content into a cohesive structure. Part of this involves creating a user experience
in an environment which is consistent with itself. This is achieved by designing the
use of different game components, such as audio, animation, game play, logic, and
scoring not only by their function but considering how they impact other compo-
nents. The approach that considers the overarching user experience shapes design
decisions and allows for content to be introduced that may have otherwise been
considered unnecessary as isolated functionalities. For example, consider the audio
track in a game; music may create a mood, but it is also serves as an implicit indi-
cator of meaning. For example, when there is trouble nearby or a new challenge
has begun, or as the player approaches a friendly nonplayer character (NPC). If
this audio indicator is removed, another indicator would need to take its place, not
because the music is important as an isolated function, but the information the music
conveys in relation to the other components is necessary for the player to understand
the content and continue game play.
E-learning design strategies could improve by considering the aspects of user-
centered design outlined by game design practices but it requires a shift in thinking
about how content is represented in virtual form. These improvements could include
increased engagement because the learner transitions to being focused on inter-
acting with the content rather than interacting with the machine. Attention to
how the user translates and understands the interactions, the application's ease of
use in relation to the content, demonstration of comprehension of content, and
how the user experiences the course as a whole system are not new concepts for
e-learning design; rather the execution, particularly the representation and organi-
zation of content is not the same. This may be due to different interpretations of
what these aspects mean to learners as opposed to gamers and how they should be
carried out.
In e-learning courses, how the user translates and understands the course interac-
tions typically means to ensure the learner understands navigation, course layout
and progression, and UI functionality. How the learner translates objects within
the course is limited because much of the content is presented not as interac-
tionable objects, but as interactionable, discrete processes, such as multiple-choice
questions or branching scenarios. In contrast, game content is represented through
