LTMS 531 Week 1: Setting Expectations and Establishing the Foundation

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This course focuses on applying game and simulation design strategies to increase context, motivation, engagement and learning outcomes. Character development, narrative, user interface, game play, game balancing, principles of level design and feedback in games and simulations will be applied as students design a game or simulation to achieve a learning goal. The differences and similarities between game and simulation concepts, genres and worlds will be examined as will game and simulation intricacies for specific groups and game production and management.

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LTMS 531 Week 1: Setting Expectations and Establishing the Foundation

  1. 1. LTMS 531: Designing Games & Simulations Class 1 Image Source: Stichting Toekomstbeeld der Techniek (http://stt.nl/serious-gaming/)
  2. 2. Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University Harrisburg University LTMS CAE&LT
  3. 3. Charles Palmer Exec. Director Center for Advanced Entertainment and Learning Technologies Associate Professor of New Media Computer and Information Science Harrisburg University Harrisburg University CAELT CISC
  4. 4. Center for Advanced Entertainment and Learning Technologies (CAELT) • Summer Gaming Academy • Establishing A Career in Video Games • Alternate Reality Games (portal engine) • Serious Games • Virtusphere • 4 on the 4th at 4
  5. 5. Virtusphere • Inner Space • Outer Space • Environmental Analysis • Location Tour (History) • Architectural Walk Through • Data Analysis / Manipulation • Final Stage of Psychotherapy www.harrisburgu.edu/virtusphere
  6. 6. Step up to the mic • Name • Educational background • Any work history • Favorite game
  7. 7. LTMS 531 Overview
  8. 8. -ASTD Games Simulations “A structured activity in which two or more participants compete within constraints of rules to achieve an objective.” “An operational model, using selected components, of a real or hypothetical process, mechanism or system.”
  9. 9. Game • No background needed, simple back story • Third-person (detachment from consequences) • Focused / Narrow • Score-based • Distorted reality • Keyboard or mouse controlled (screen location) • Rules govern play • Levels of similar play (more difficult, different scenes) • More non-linear Simulation • Back story • First or second person (attached to consequences) • Broad experience • Performance-based • Contextual and realistic • Decision controlled • Information governs play • Levels of completely new situations • More linear (process)
  10. 10. Game Simulation ? ?
  11. 11. Game or Simulation? Principles of Accounting Game | Simulation New Cable TV Installation Game | Simulation Coach an NFL Team Game | Simulation Legal Issues for New Managers Game | Simulation Producing a Movie Game | Simulation Combatting Hunger Game | Simulation Changing a Tire Game | Simulation
  12. 12. Similarities? / Differences? Entertainment Serious Image Source: The Telecommunication, Information Studies, & Media department at Michigan State University Performance Behavior
  13. 13. Design Analysis DevelopmentImplementation Evaluation Instructional Design / Game Design
  14. 14. What do games bring to learning design?
  15. 15. What do games bring to learning design? Feedback Story Immersion Practice Context
  16. 16. Problem-Based Instructional Design Pebble-in-the-Pond Design Analysis DevelopmentImplementation Evaluation
  17. 17. first principles of instruction (problem-based learning) Integration Activation Application Demonstration Problem
  18. 18. LTMS 531: Designing Games & Simulations 1. Post a personal photo 2. READ: Chapter 2 (Player Elements) 3. Complete the player profile test and discussion 4. Play a game and find a game. 1. Update the database 2. Discuss the games 5. Identify a business/performance issue (bring your idea to the next class)

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