Information Technology Reference
In-Depth Information
Player interaction reveals which objects within the environment are symbols and
representations of content. These reusable objects become the sort of “language”
players begin to understand and determine how they can interact with them. Looking
at content as representational allows the designers to create interactions and rela-
tionship between the player and the game. By doing so, the conceptual relationships
created by user interaction with objects within the game become the building blocks
for creating meaningful game play. Graphics in video games are not only artistic
interpretations and representations of the environment but also a method for com-
municating content to the player. Visual objects reinforce the narrative, represent
an environment, represent actionable objects, and display cinematic sequences and
animation. While there is a range of image fidelity to match the content of each
game type the value of visual representation of content is in creating a consistent
experience for the player.
To consider how game designers begin to think about the visual representation
of information, we have to look more closely at the initial scoping and design
phase. The initial game concept includes a description about how the game will
play, what it will look like, and what the user experience will be. How these ele-
ments are supported technically is determined by what the available resources are.
From the onset the type of graphical interface and types of interactions are inte-
grated when considering the objectives or purpose of the game. This approach
creates a virtual space that allows designers an ongoing opportunity to evaluate
the best methods for representing and interacting with the game content. The pro-
cess for deciding how and which information is represented is defined by the user
experience.
Perhaps the biggest conceptual transition for e-learning designers is to envision
the content and learning objectives through graphical imagery and user interactions
rather than by explaining content through text. The practice of segmenting graphics,
text, and media elements into individual contributing factors prevents the practice of
designing a virtual space for user experience because to envision content in a virtual
space is to define it as an object, set of objects, interactions, within an environ-
ment. For e-learning, visual objects are also knowledge objects, the learning objects
of a course represented as an object, set of objects, or interactions within an envi-
ronment. The purpose of the content and how it fits in with the rest of the course
is defined by the learning objectives as well as how those learning objectives are
demonstrated by the learner. The learner demonstration of content is game play;
interactions with the content objects in specific situations within the context of an
environment.
E-learning design can capture the meaning and intent of the learning objective
within an abstract representation and strategically place meaning within the virtual
environment. It requires designers to envision how the interaction with the object
will create meaning for the player and how the designer can shape the desired out-
come. Rather than telling the learner what they need to know, shaping instruction
as a form of visual story telling with interactions allows the learner to engage and
discover it.
