Information Technology Reference
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interactionable objects; the player interacts with these objects based on the con-
text of the purpose of the game. The very manner in which content is presented in
e-learning inhibits immersive connectedness with its meaning because the learner
is focused on the process rather than the object. If we examine the structure of
e-learning courses through the lens of Galloway's terms, diegetic and nondiegetic
machine and operator acts, e-learning courseware is comprised largely of all
nondiegetic acts. The learner manipulates the machine, classified as algorithm,
and the machine imposes its structure on the user, classified as code. These
are mechanical functions of an application and alone lack the depth of mean-
ing which in combination with the diegetic acts, produce. Creating an application
without the qualities of expressive and atmospheric action imposes a structure
not capable of creating meaningful engagement because the human-machine
interaction is reduced to scripted function and not on integrating the meaning
of the content or requiring the user to reflect on the meaning of his or her
interactions.
This shift is subtle but significant, creating experiences in which the user engages
with the content with limited awareness or focus on the functionality of the machine.
If e-learning shifted the approach of content development to incorporate this level of
engagement how much more effective would it be as an experiential learning tool?
The objectives of e-learning would change to create a virtual environment where
the learner is engaged with the content as object through expressive acts and not as
process and manipulating a machine.
How users demonstrate comprehension of content in e-learning and video games
is closely related to the manner in which they interact with the application.
Demonstration in e-learning is often modeled after standardized testing methods,
separating the assessment from the content that is learned. Demonstrating com-
prehension in video games is embedded throughout game play in an environment
where player progression restricted without the demonstration of comprehension. In
e-learning, part of the conceptual separation between content and demonstration of
knowledge is due to not considering the user experience of a course as an integrated
system; instead, it is viewed as a sequence of distinct events. The shift toward user-
centered game design involves designing an e-learning course that occupies a virtual
environment rather than a sequence or series of pages. Designing environments of
content creates the perception of learning through creating situational experiences
rather than completing a sequence of segmented tasks. Reading text is no longer
considered the experience, but using reading as a means for contributing to a virtual
experience is. In addition, through this process the learner is not being told what
they need to know, but learning through virtual experience and discovery through
interactions with objects. This requires an instructional design approach for creating
a virtual learning environment where the learner perceives and responds to objects
as the content and demonstration of knowledge acquisition is through interactions
with these objects.
Transitioning from the e-learning design perspective to game design interpre-
tation of user-centered game design is greatly determined by how the content is
represented and organized. The first aspect of this will involve examining and
