2020 Exercise of Designing Gaming Instructional Materials

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Academic unit or major
Teacher education courses
Instructor(s)
Matsuda Toshiki 
Course component(s)
Exercise
Mode of instruction
ZOOM
Day/Period(Room No.)
Thr3-4(W9-319)  
Group
-
Course number
LAT.A407
Credits
1
Academic year
2020
Offered quarter
2Q
Syllabus updated
2020/3/24
Lecture notes updated
-
Language used
Japanese
Access Index

Course description and aims

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.

Student learning outcomes

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.

Keywords

Simulation and gaming, IAG system, gaming instructional materials, GBS theory, Warp & Woof Model of Problem-solving, communication strategy, log analysis

Competencies that will be developed

Specialist skills Intercultural skills Communication skills Critical thinking skills Practical and/or problem-solving skills

Class flow

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

  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 and making presentation file
Class 7 Time control and consideration of difference among individuals, Oral presentation sessions Completing own game board and final report

Textbook(s)

・"IAG manuals: Game control and operations," etc. on http://www.et.hum.titech.ac.jp/~matsuda/Gaming

Reference books, course materials, etc.

・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

Assessment criteria and methods

・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.

Related courses

  • SHS.D445 : Instructional-Design Theories and Models

Prerequisites (i.e., required knowledge, skills, courses, etc.)

・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.

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