Serious games have proven to be a useful instrument
to engage learners and increase motivation. Nevertheless, a broadly
accepted, practical instructional design approach to serious games
does not exist. In this paper, we introduce the use of an instructional
design model that has not been applied to serious games yet, and has
some advantages compared to other design approaches. We present
the case of mechanics mechatronics education to illustrate the close
match with timing and role of knowledge and information that the
instructional design model prescribes and how this has been
translated to a rigidly structured game design. The structured
approach answers the learning needs of applicable knowledge within
the target group. It combines advantages of simulations with
strengths of entertainment games to foster learner-s motivation in the
best possible way. A prototype of the game will be evaluated along a
well-respected evaluation method within an advanced test setting
including test and control group.
[1] A. J. Faria, The Changing Nature of Business Simulation/Gaming
Research: A Brief History, Simulation & Gaming, 32(1), 2001, pp. 97-
110.
[2] A. J. Faria, D. Hutchinson, W. J. Wellington, & S. Gold, Developments
in Business Gaming. Simulation & Gaming, 40(4), 2009, pp. 464-487.
[3] R. D. Duke, Gaming: The future's language. New York, NY: SAGE,
1974.
[4] R. D. Duke, Policy Games for Strategic Management, 2004.
Amsterdam: Dutch University Press.
[5] W. Muehl, J. Novak, Game Development Essentials: Game Simulation
Development, Thomson Delmar Learning, 2008.
[6] A. Chalmers, K. Debattista, Level of Realism for Serious Games, IEEE
Proceedings of 2009 Conference in Games and Virtual Worlds for
Serious Applications, 2009.
[7] D. R. Lehman, R. O. Lempert, R. E. Nisbett, The effects of graduate
training on reasoning: Formal discipline and thinking about everydaylife
events. American Psychologist, 43, 1988, pp. 431-442.
[8] A.L. Alexander, Brunye, T., Sidman, J., Weil, S.A. From Gaming to
Training: A Review of Studies on Fidelity, Immersion, Presence, and
Buy-in and Their Effects on Transfer in PC-Based Simulations and
Games, Aptima, Inc., Woburn, MA, 2005.
[9] F. L. Greitzer, O.A. Kuchar, K. Huston, Cognitive Science Implications
for Enhancing Training Effectiveness in a Serious Gaming Context.
ACM Journal Educational Resources in Computing, Vol. 7., No. 3,
2007, article 2.
[10] W.C. Kriz, and J.U. Hense. Theory-oriented evaluation for the design of
and research in gaming and simulation. Simulation Gaming, 37, pp. 268
- 285, 2006.
[11] S.A. Meijer, G.J.Hofstede, S.W.F Omta, G.Beers, Trust and Tracing
game: learning about transactions and embeddedness in the trade
network. Journal of Production Planning and Control, 17(6): 569 -
583, 2006.
[12] T. Sitzmann, A meta-analytic examination of the instructional
effectiveness of computer-based simulation games, Personnel
Psychology 2011, 64, pp. 489-528.
[13] J. Merrienboer, R. Clark, M. de Crook, "Blueprints for Complex
Learning: The 4C/ID-Model", ETR&D, Vol. 50, No. 2, 2002, pp. 39-64.
[14] J. Merrienboer, P. Kirschner, Ten Steps to Complex Learning. A
systematic Approach to Four-Component Instructional Design. New
York/London: Routledge, 2007.
[15] D. H. Jonassen, Instructional Design Models for Well-Structured and Ill-
Structured Problem-Solving Learning Outcomes, Educational
Technology Research and Development 45 (1), 1997, pp. 65-94.
[16] M. D. Merrill, Knowledge objects and mental models, Advanced
Learning Technologies.
[17] S. Woods, Loading the Dice: The Challenge of Serious Videogames,
Game Studies, 4(1), 2004.
[18] A. Yusoff, R. Crowder, L. Gilbert, G. Wills, A conceptual framework
for serious games, in Proceedings of the 9th IEEE Conference on
Advanced Learning Technologies, 2009, pp. 21-23.
[19] J.P. Gee, What Video Games have to teach us about Learning and
Literacy. New York: Palgrave Macmillan, 2003.
[20] Y. Levy, Comparing dropouts and persistence in e-learning courses,
Computers & Education, Volume 48, Issue 2, 2007, pp. 185-204.
[21] T. Mayes, S. De Freitas, Review of e-learning theories, frameworks and
models. JISC e- learning models study report. London, 2004. The Joint
Information Systems Committee. Last retrieved online on 31st July 2006
at http://www.jisc.ac.uk/elp_outcomes.html.
[22] P. Moreno-Ger, D. Burgos, J. Torrente, Digital Games in eLearning
Environments: Current Uses and Emerging Trends, Simulation &
Gaming, 2009, 40, 5, pp. 669-687.
[23] M. Zyda, From Visual Simulation to Virtual Reality to Games,
Computer, Vol. 38, 9, 2005, pp. 25-32.
[24] C. Harteveld, R. Guimaraes, I. S. Mayer, R. Bidarra, Balancing Play,
Meaning and Reality: The Design Philosophy of LEVEE PATROLLER.
Simulation&Gaming, 41 (3), 2010, pp. 316-340.
[25] C. Harteveld, Triadic Game Design. London/Dordrecht/Heidelberg/New
York: Springer, 2011.
[26] J. P. van Staalduinen, S. de Freitas, A Game-Based Learning
Framework: Linking Game Design and Learning Outcomes. In M.S.
Khine (ed.), Learning to Play. Exploring the Future of Education with
Video Games. New York: Peter Lang Publishing, 2011, pp. 29-54.
[1] A. J. Faria, The Changing Nature of Business Simulation/Gaming
Research: A Brief History, Simulation & Gaming, 32(1), 2001, pp. 97-
110.
[2] A. J. Faria, D. Hutchinson, W. J. Wellington, & S. Gold, Developments
in Business Gaming. Simulation & Gaming, 40(4), 2009, pp. 464-487.
[3] R. D. Duke, Gaming: The future's language. New York, NY: SAGE,
1974.
[4] R. D. Duke, Policy Games for Strategic Management, 2004.
Amsterdam: Dutch University Press.
[5] W. Muehl, J. Novak, Game Development Essentials: Game Simulation
Development, Thomson Delmar Learning, 2008.
[6] A. Chalmers, K. Debattista, Level of Realism for Serious Games, IEEE
Proceedings of 2009 Conference in Games and Virtual Worlds for
Serious Applications, 2009.
[7] D. R. Lehman, R. O. Lempert, R. E. Nisbett, The effects of graduate
training on reasoning: Formal discipline and thinking about everydaylife
events. American Psychologist, 43, 1988, pp. 431-442.
[8] A.L. Alexander, Brunye, T., Sidman, J., Weil, S.A. From Gaming to
Training: A Review of Studies on Fidelity, Immersion, Presence, and
Buy-in and Their Effects on Transfer in PC-Based Simulations and
Games, Aptima, Inc., Woburn, MA, 2005.
[9] F. L. Greitzer, O.A. Kuchar, K. Huston, Cognitive Science Implications
for Enhancing Training Effectiveness in a Serious Gaming Context.
ACM Journal Educational Resources in Computing, Vol. 7., No. 3,
2007, article 2.
[10] W.C. Kriz, and J.U. Hense. Theory-oriented evaluation for the design of
and research in gaming and simulation. Simulation Gaming, 37, pp. 268
- 285, 2006.
[11] S.A. Meijer, G.J.Hofstede, S.W.F Omta, G.Beers, Trust and Tracing
game: learning about transactions and embeddedness in the trade
network. Journal of Production Planning and Control, 17(6): 569 -
583, 2006.
[12] T. Sitzmann, A meta-analytic examination of the instructional
effectiveness of computer-based simulation games, Personnel
Psychology 2011, 64, pp. 489-528.
[13] J. Merrienboer, R. Clark, M. de Crook, "Blueprints for Complex
Learning: The 4C/ID-Model", ETR&D, Vol. 50, No. 2, 2002, pp. 39-64.
[14] J. Merrienboer, P. Kirschner, Ten Steps to Complex Learning. A
systematic Approach to Four-Component Instructional Design. New
York/London: Routledge, 2007.
[15] D. H. Jonassen, Instructional Design Models for Well-Structured and Ill-
Structured Problem-Solving Learning Outcomes, Educational
Technology Research and Development 45 (1), 1997, pp. 65-94.
[16] M. D. Merrill, Knowledge objects and mental models, Advanced
Learning Technologies.
[17] S. Woods, Loading the Dice: The Challenge of Serious Videogames,
Game Studies, 4(1), 2004.
[18] A. Yusoff, R. Crowder, L. Gilbert, G. Wills, A conceptual framework
for serious games, in Proceedings of the 9th IEEE Conference on
Advanced Learning Technologies, 2009, pp. 21-23.
[19] J.P. Gee, What Video Games have to teach us about Learning and
Literacy. New York: Palgrave Macmillan, 2003.
[20] Y. Levy, Comparing dropouts and persistence in e-learning courses,
Computers & Education, Volume 48, Issue 2, 2007, pp. 185-204.
[21] T. Mayes, S. De Freitas, Review of e-learning theories, frameworks and
models. JISC e- learning models study report. London, 2004. The Joint
Information Systems Committee. Last retrieved online on 31st July 2006
at http://www.jisc.ac.uk/elp_outcomes.html.
[22] P. Moreno-Ger, D. Burgos, J. Torrente, Digital Games in eLearning
Environments: Current Uses and Emerging Trends, Simulation &
Gaming, 2009, 40, 5, pp. 669-687.
[23] M. Zyda, From Visual Simulation to Virtual Reality to Games,
Computer, Vol. 38, 9, 2005, pp. 25-32.
[24] C. Harteveld, R. Guimaraes, I. S. Mayer, R. Bidarra, Balancing Play,
Meaning and Reality: The Design Philosophy of LEVEE PATROLLER.
Simulation&Gaming, 41 (3), 2010, pp. 316-340.
[25] C. Harteveld, Triadic Game Design. London/Dordrecht/Heidelberg/New
York: Springer, 2011.
[26] J. P. van Staalduinen, S. de Freitas, A Game-Based Learning
Framework: Linking Game Design and Learning Outcomes. In M.S.
Khine (ed.), Learning to Play. Exploring the Future of Education with
Video Games. New York: Peter Lang Publishing, 2011, pp. 29-54.
@article{"International Journal of Business, Human and Social Sciences:53799", author = "Heide Lukosch and Roy Van Bussel and Sebastiaan Meijer", title = "A Game Design Framework for Vocational Education", abstract = "Serious games have proven to be a useful instrument
to engage learners and increase motivation. Nevertheless, a broadly
accepted, practical instructional design approach to serious games
does not exist. In this paper, we introduce the use of an instructional
design model that has not been applied to serious games yet, and has
some advantages compared to other design approaches. We present
the case of mechanics mechatronics education to illustrate the close
match with timing and role of knowledge and information that the
instructional design model prescribes and how this has been
translated to a rigidly structured game design. The structured
approach answers the learning needs of applicable knowledge within
the target group. It combines advantages of simulations with
strengths of entertainment games to foster learner-s motivation in the
best possible way. A prototype of the game will be evaluated along a
well-respected evaluation method within an advanced test setting
including test and control group.", keywords = "Serious Gaming, Simulation, Complex Learning.", volume = "6", number = "5", pages = "801-5", }
