Information Technology Reference
In-Depth Information
comparing the instructional and game design methods of segmenting and consol-
idating content.
Integrating Content
In order for an instructional design approach to allow for creating a virtual learning
environment where the learner perceives and responds to content as objects rather
than a presentation of content, the method in which content is represented needs
to be reexamined. How content is represented in both games and e-learning is a
significant factor because it determines the type of interaction that can be created
for the user experience, however, where e-learning may benefit from game design
is by examination of integrated content management approaches. For example, in
designing levels of game play, the designer considers which tasks must be suc-
cessfully completed, how those tasks are represented to the player, and the actions
the player must make in order to complete the tasks. Though content is segmented
into distinct aspects of game play, scoring, types of interactions, skills, etc. game
play itself integrates discrete objects or segmented content to relate to each other
and ultimately back to game objectives. These distinct segments are easily identi-
fiable, but it is during the course of game play that they appear to be part of an
integrated experience because each segment is designed in relation to each other.
This means not only designing the content that must be contained in the experience
to support the game objectives but also tying it all together to create a cohesive expe-
rience. Content as object in video games fulfills two purposes: contributing unique
content to the game while reinforcing the user experience as a whole. Designing
content as object is affected by how content is represented (images, graphics, audio,
types of interaction, text, scoring, etc.), how these representations work together, and
the distribution of the content. Serving as the means by which the player receives
information and feedback to continue play, these elements, if designed well, inher-
ently improves user experience, retention, and learning effectiveness of in-game
content.
In order to convey information to the player, the game designer must determine
the best modes of representation and how the player will be able to understand the
meaning of each representation. In addition, the representations of content must be
consistent with itself and with the game environment. For example, in the first edi-
tion of WoW, in-game objects that pertained to quest completions were unmarked,
the only information displayed in rollover text was the name and/or description of
the object. Assuming the player is completing a new quest and using only in-game
resources to problem solve, he or she would have to understand the information in
the quest log, locate the correct location on the map, then identify and try the task(s).
Once found, the correct combination triggers a tracking mechanism in the quest log,
which informs the player of his or her progress. Though the type and complexity of
content, actions, and locations may differ between quests, the basic problem-solving
process remains intact for new quest completion. In a later release, this process
