Based on design techniques for ICT gaming instructional materials, students effectively modify the e-learning materials created in "Instructional-Design Theories and Models" into gaming educational materials, which is of practical use in the classroom. Students continue to use the IAG system as a platform.
Through the above process, students learn models necessary to develop gaming instructional materials for practical research of education. Students also learn methods of instructional analysis, learners analysis, dialogue control, log collection, and feedback.
Students are required to achieve following objectives:
1) Understand differences in purposes and effects between educational use of games and gaming instructional materials, and can explain ethical issues in this field.
2) Memorize the important keywords related to simulation & gaming and experiential learning, and can explain their meanings and differences among related keywords while referring examples and cases.
3) Can apply various design models, principles, and methods for developing gaming instructional materials to a case.
Simulation and gaming, serious game, IAG system, gaming instructional materials, GBS theory, Warp & Woof Model of Problem-solving, communication strategy, log analysis
|✔ Specialist skills||Intercultural skills||Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
Students are assigned homework for each lesson. Students are required to study e-learning material and complete the exercise before attending each class. At the beginning of each class, a knowledge confirmation test is conducted. After its answer is explained, mutual assessment, discussion about the pre-exercise, and/or exercise to develop an e-learning material is performed.
|Course schedule||Required learning|
|Class 1||Differences of pedagogy and learning objectives among varied types of ICT instructional materials||Experience to learn sample gaming instructional materials|
|Class 2||Design framework of gaming instructional materials and example game boards||Exercise of improving a game board|
|Class 3||Pre-condition of learning, instructional objectives, and a mission of the game||Instructional analysis, Objective analysis|
|Class 4||Scenario design according to the framework: Choice of core contents of the game||Scenario outline according to the framework|
|Class 5||Varieties of dialog strategies and their usages: Choice of strategies according to the estimated responses||Setting intentions of each state and choice of dialog according to them|
|Class 6||Log collection and its analysis and usage: Learning by doing and reviewing||Improving own game board|
|Class 7||Time control and consideration of difference among individuals||Completing own game board|
|Class 8||Oral presentation sessions and formative evaluation||Making presentation file and final report|
・"IAG manuals: Game control and operations," etc. on http://www.et.hum.titech.ac.jp/~matsuda/Gaming
・Matsuda, T. (2012) Design Principles and Ethical Issues of Gaming Instructional Materials: Unifying the Views of Educational Technology and Simulation and Gaming. Studies of Simulation and Gaming, 22-Special Issue, 16-24.
・Greenblat, C.S. (1988) Designing Games and Simulations: An Illustrated Handbook，SAGE Publications, Inc.: London
・Kikkawa, T., Sugiura, J., and Yamori, K. (2009) Cross Road Next: Learning Risk Communication by Games 2．Nakanishiya Publication: Kyoto. (in Japanese)
・Schank,R.C., Berman,T.R., & Macpherson, K.A. (1999). Learning by Doing. In C. M.,Reigeluth, Instructional- Design Theories and Models: A New Paradigm of Instructional Theory (Volume II) (pp. 161-181), Mahwah, NJ: Lawrence Erlbaum
・Gredler, M.E. (2004) Games and Simulations and Their Relationships to Learning. in D.H. Jonassen (Ed.) Handbook of Research on Educational Communications and Technology (2nd. ed.), 571-582, LEA: London
・Students will be assessed based on homework exercises, logs of the e-portfolio system, and research papers.
・Students who were absent more than once lose their credit.
・Students are required to earn the credit for the related course.
・Students are required to bring own Windows PC in order to develop a gaming instructional material on the IAG system.