Design Strategy

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WSU IT7220 Week 3

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Design Strategy

  1. 1. Design Strategy IT 7220 February 2, 2009 Monday, February 2, 2009 1
  2. 2. Agenda Personal Web pages  Revisit Synergy of Learning and Engagement  Elements for Engaged Learning  Design Strategies of e-Learning  Flash - Motion Tweening, Buttons, Movieclips  Monday, February 2, 2009 2
  3. 3. Personal Web Pages Monday, February 2, 2009 3
  4. 4. Aligning Engagement with Education Revisit juxtaposition of learning elements with  engagement elements from week 1 Basis for designing games that are both educationally  effective and engaging Lack of awareness for this synergy creates a barrier  to providing engaging learning Putting educators and entertainment experts together  historically doesn’t produce results as they invoke very different paradigms for achieving results Monday, February 2, 2009 4
  5. 5. Synergy of Learning and Engagement Elements Learning Elements Engagement Elements Engaged Learning Contextualized Thematic coherence Theme Clear goal Clear goal Goal Appropriate challenge Balanced challenge Challenge Anchored Relevance: action to domain Action-Domain Link Relevant Relevance: problem to learner Problem-Learner link Exploratory Choices of action Active Active manipulation Direct Manipulation Direct Appropriate feedback Coupling Feedback Attention-getting Novel information and events Affect Monday, February 2, 2009 5
  6. 6. Elements for Engaged Learning Theme   Setting and context  Draw from well-known genres (from literature, movies, or games) to build familiarity  Story; simplification or exaggeration of reality Monday, February 2, 2009 6
  7. 7. Elements for Engaged Learning Goal   Establish in the story set-up  Provides motivation for action  Includes metric for attainment  May change over time Monday, February 2, 2009 7
  8. 8. Elements for Engaged Learning Challenge   Systematic balance of difficulty that changes as the learner progresses  Drill and practice is test for knowledge retention, does not create challenge or reduce boredom/frustration level  Challenge needs to adapt to learner; games have levels with associated difficulty Monday, February 2, 2009 8
  9. 9. Elements for Engaged Learning Action-Domain Link   Knowledge needs to be applied as story line progresses in meaningful application of knowledge to tasks  Inherent disconnect in edu-software games: answering math questions earns chances to shoot aliens  Genre selection aids in particular skills development; use of familiar genres reduce time needed to become familiar with game expectations and interface Monday, February 2, 2009 9
  10. 10. Elements for Engaged Learning Problem-Learner Link   Related to theme selection is creating a world and story that is of interest to the learner  Learner preferences and attributes  Audience emotional factors, cognitive approaches, and motivation  Provide insight to learner mistakes and remediation strategies to improve experience Monday, February 2, 2009 10
  11. 11. Elements for Engaged Learning Active   Learner needs to play active role in making decisions in the story via frequent choices  Choices result in consequences from game, leading to further opportunity  Action should be cognitive: decisions need to be sufficiently complex to build experience of engagement with material Monday, February 2, 2009 11
  12. 12. Elements for Engaged Learning Direct   Learner must act, preferably in a direct form of mapping using interactive elements  All interaction is a form of multiple choices between alternatives  Rule of thumb is if choice is between action choice and a good cognitive choice, cognitive choice wins Monday, February 2, 2009 12
  13. 13. Elements for Engaged Learning Feedback   All decisions should have an impact on story line  Feedback should be staged in context of story  Avoid using external device or narrator inform you of the consequence, as least until play is done  Consequences do not have to occur immediately Monday, February 2, 2009 13
  14. 14. Elements for Engaged Learning Affect   Play should not be predictable  Chance should play a role in the action  Affective (emotional) elements should support theme and mood or story setting  Inappropriate dialogue, appearance, or sound effects can undermine the willing suspension of disbelief that is core to the manufactured experience Monday, February 2, 2009 14
  15. 15. Engagement Levels Level 0: Enhanced ISD  Level 1: Mini-Scenarios  Level 2: Linked Scenarios  Level 3: Contingent Scenarios  Level 4: The Full Monty (Full Game Experience)  Monday, February 2, 2009 15
  16. 16. Level 1: Mini-Scenarios Follow traditional ISD  Practice couched in  context Engagement through story  line is light and may be superficial Monday, February 2, 2009 16
  17. 17. Level 2: Linked Scenarios Decisions are sequenced into a  single story line (i.e., solve problem, move on) All game problems share a  common theme Scenario may be launched  before bringing in content and example resources Linking scenarios gives more  complex practice opportunity and helps develop relationships between components of the learning goal. Monday, February 2, 2009 17
  18. 18. Level 3: Contingent Scenarios Choice is expanded using  multiple scenarios Learner is allowed to  make mistakes and experience consequences Takes more work to  develop multiple paths and keep track of all options Paths may branch but  generally converge at some point so that eventually everyone arrives at the same place Monday, February 2, 2009 18
  19. 19. Level 4: The Full Monty Full game approach employs a game engine which  dynamically serves activities by rules, probabilities, and variables Provides ideal situation for achieving learning outcomes  Basis for what are commonly referred to as  simulations...simulations become interactive when an interface is provided to alter the settings and variables in the model Big difference between scenarios and games is ability to create  the experience of flow Outcome may be made to be non-deterministic meaning it is  not fixed and there may be several different types Monday, February 2, 2009 19
  20. 20. Level 4: Full Game Model Monday, February 2, 2009 20
  21. 21. DreamBox Audience is K-2 math students in need of tutoring  outside of the classroom Lessons are taught through video games  Players select theme and character  Personalized paths “...over a million paths a child  could take through the DreamBox curriculum” Dreambox Learning (http://www.dreambox.com/)  Monday, February 2, 2009 21
  22. 22. DreamBox How would you characterize the engagement  model based on the 4 levels Quinn discusses? How are the engaged learning elements addressed  through the experience (based on intended audience)? Monday, February 2, 2009 22
  23. 23. Lab - Flash HOT Motion tweening  Buttons  Movie clips  Monday, February 2, 2009 23

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