Bridging Game Development and Instructional Design

Belanich, James; Orvis, Karin B.; Horn, Daniel B.; Solberg, Jennifer L.

doi:10.4018/9781599048086.ch063

Cited by 3 publications

(3 citation statements)

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“…Though one option is to provide relevant experience to the trainee, another option is to tailor the particular training game to the target group of soldiers (Belanich, Orvis, Horn, & Solberg, 2008). For instance, for the military training game ELECT BiLAT (see Hill et al, 2006), the intended target group of soldiers was considered to determine the optimal sophistication level for the gaming technology.…”

Section: Implications For Military Trainingmentioning

confidence: 99%

Are Soldiers Gamers? Videogame Usage among Soldiers and Implications for the Effective Use of Serious Videogames for Military Training

Orvis

Moore

Belanich

et al. 2010

Military Psychology

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Videogames are increasingly being used for military training. One assumption is that the majority of soldiers play videogames regularly; however, research by Orvis, Horn, and Belanich (2009) found that only approximately 40% of U.S. Military Academy cadets reported moderate to heavy game-play. Given that cadets may be a special population, this research examines the frequency of videogame usage across the U.S. Army. Results indicate that fewer than 43% of over 10,000 soldiers surveyed play videogames at least weekly. Junior enlisted soldiers report the highest frequency (51-59%), whereas senior enlisted/officer ranks play much less (11-37%). Implications for utilizing serious videogames for military training are discussed.PC-based videogames are being increasingly used for military training domains (

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Section: Implications For Military Trainingmentioning

confidence: 99%

Are Soldiers Gamers? Videogame Usage among Soldiers and Implications for the Effective Use of Serious Videogames for Military Training

Orvis

Moore

Belanich

et al. 2010

Military Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Further, we focus on video games that are played via computers, gaming platforms (e.g., Xbox), or other digital devices (e.g., smart phones) (Gee, 2003). We also focus on educational video games that are specifically designed to achieve learning goals, as opposed to recreational games designed purely for entertainment (Belanich et al, 2009). Finally, we focus on educational video games that are systematically designed based on educational research.…”

Section: Visual Representations In Educational Video Gamesmentioning

confidence: 99%

The role of representational competencies for students’ learning from an educational video game for astronomy

Herder

Rau

2022

Front. Educ.

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Educational video games can engage students in authentic STEM practices, which often involve visual representations. In particular, because most interactions within video games are mediated through visual representations, video games provide opportunities for students to experience disciplinary practices with visual representations. Prior research on learning with visual representations in non-game contexts suggests that visual representations may confuse students if they lack prerequisite representational-competencies. However, it is unclear how this research applies to game environments. To address this gap, we investigated the role of representational-competencies for students’ learning from video games. We first conducted a single-case study of a high-performing undergraduate student playing an astronomy game as an assignment in an astronomy course. We found that this student had difficulties making sense of the visual representations in the game. We interpret these difficulties as indicating a lack of representational-competencies. Further, these difficulties seemed to lead to the student’s inability to relate the game experiences to the content covered in his astronomy course. A second study investigated whether interventions that have proven successful in structured learning environments to support representational-competencies would enhance students’ learning from visual representations in the video game. We randomly assigned 45 students enrolled in an undergraduate course to two conditions. Students either received representational-competency support while playing the astronomy game or they did not receive this support. Results showed no effects of representational-competency supports. This suggests that instructional designs that are effective for representational-competency supports in structured learning environments may not be effective for educational video games. We discuss implications for future research, for designers of educational games, and for educators.

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“…The plot should give sense and context to the game so that everything is connected coherently and the player knows his/her part in the overall story: "While we cannot always control the actions of the player or the way she plays the game, we can adjust our storytelling technique to better align our learning objectives with our dramatic objectives" [40]. A storyboard can prove helpful for development, particularly for games that must reconcile divergent serious and game objectives [41].…”

Section: Rule 6: Provide An Appropriate Narrativementioning

confidence: 99%

Ten simple rules to create a serious game, illustrated with examples from structural biology

et al. 2018

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Serious scientific games are games whose purpose is not just fun. In the field of science, the serious goals include crucial activities for scientists: outreach, teaching and research. The number of serious games is increasing rapidly, in particular citizen science games (CSGs), games that allow people to produce and/or analyze scientific data. It is possible to build a set of rules providing a guideline to create or improve serious games. We present arguments gathered from our own experience (Phylo, DocMolecules, the HiRE-RNA contest and Pangu) as well as examples from the growing literature on scientific serious games.

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Bridging Game Development and Instructional Design

Cited by 3 publications

References 0 publications

Are Soldiers Gamers? Videogame Usage among Soldiers and Implications for the Effective Use of Serious Videogames for Military Training

Are Soldiers Gamers? Videogame Usage among Soldiers and Implications for the Effective Use of Serious Videogames for Military Training

The role of representational competencies for students’ learning from an educational video game for astronomy

Ten simple rules to create a serious game, illustrated with examples from structural biology

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