Game Development Reference
In-Depth Information
Asynchronous Scenarios
lations integrate with the usual ODL workflow?
How do we monitor student's activity? What if
the students do not visit all the areas in the game/
simulation? What if they wander around wasting
time? How much time and effort is necessary
to accomplish all the tasks? How do we assess
the students? Etc. Of course, there is no ready
answer to these questions; the idea is to figure
out the answers specific to each project before
going any further.
Dynamic learning activities (e.g., driving a
vehicle, operating a machine)
Active exploratory learning (e.g., archeol-
ogy, history, CSI, detective work)
Goal oriented brainstorming (e.g., adver-
tising, marketing)
Policy decision making (e.g., business,
government, orgs)
Business decision making (e.g., marketing,
sales, operational)
Learning Design Potential
Process management (e.g., commerce, in-
dustry, communications)
The best way to see the instructional benefits of
games and simulations is to evaluate how they
are used in education. For example, evaluating
the performance of titles in the so-called “Serious
Games” genre, namely, investigating the kinds of
learning that may be supported, the instructional
strategies that are possible within each game
constraints, the e-learning platforms and technolo-
gies that are compatible. Only when students feel
comfortable with the online environment and the
technology provided will they be able to study and
contribute. On the other hand, excessive involve-
ment with games and simulations may damage
the interaction with other course content and the
interaction with people, and this certainly needs to
be monitored closely. Another pragmatic way is to
consider typical game-based learning scenarios to
be developed, where synchronous or asynchronous
online communications may be used:
Strategic planning (e.g., business, govern-
ment, orgs)
Case study (e.g., business, sociology,
health, ICT)
Experiential activities (e.g., laboratory,
field trip)
Debating relevant issues (e.g., policy, busi-
ness, academia)
Science modeling (e.g., chemistry,
engineering)
Reporting, expressing and communicating
(e.g., business, health, science)
Multimedia communications design
Web communications design
Scientific investigation
Computer programming
Information systems design
Computer graphics design
Computer games design
Synchronous Scenarios
Language laboratory
Cultural events management
Training of dialogue and articulation
Sports strategy and tactics
Leading and conducting meetings
Engagement and Ease of Play
Courtroom conferencing and interaction
Business conferencing and interaction
Collaborative design in architecture
This aspect usually becomes apparent only after
students start playing a game or interacting with
a simulation, when participants become excited
and joyful about the program. An ideal situation
would be to have a prototype to try out, as is
Health professional interaction practice
Surgery and operation theater practice
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