Whitton (Chapter 6)
This chapter has introduced a framework on which I shall pin my research into the development of an educational game, and undertake an evaluation of an existing one - two of the three assignments.
Whitton highlight, many times, the need for game design to incorporate the social constructivist element of collaboration; this should be included when considering the desired learning outcomes. For this, she has provided an excellent 'Mapping of Learning Objectives to Game Activity' table for use in game design, which I will use in conjunction with the 'Concept Specification' table.
Starting with the learning objectives is of paramount importance; they underpin any (digital or games-based) learning activity. She also treats the 'game' holistically, packaged with reflection activities - discussion, journaling etc. This accords with Kolb's experiential learning cycle and allows for in- and out-of game activities, all of which are equitable.
She discusses some sources of games - adoption, modification, bespoke creation, etc. and their financial and developmental pros and cons.
Six guidelines are given (which I will use) for Effective Game Design:
- active learning
- engagement & goal-oriented
- appropriately contextualised
- reflective opportunities
- equitable experience
- ongoing support
Collaborative Learning underpins every aspect.
Keywords: IDGBL10