Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers

Yıl: 2016 Cilt: 7 Sayı: 3 Sayfa Aralığı: 206 - 222 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers

Öz:
Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach. Active Worlds (AW), an immersive virtual environment, was selected as a platform to develop virtual world projects that presented instructional materials. Twenty-three novice instructional designers participated in this study. Data were collected through observations, interviews, document analysis, and a questionnaire. The results indicate that the novice instructional designers were most challenged when attempting to incorporate motivational and assessment features in their project designs. They ignored collaboration opportunities of the design platform. They also accepted that they could not achieve to provide a feel of real game. The results suggested that design and development in virtual worlds has many challenges but a broad experience for novice instructional designers.
Anahtar Kelime:

Konular: Siyasi Bilimler Uluslararası İlişkiler
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Active Worlds (2016). Available as www.activeworlds.com. Retrieved on 20 January 2016.
  • Amichai-Hamburger, Y. & McKenna, K. (2006). The contact hypothesis reconsidered: Interacting via the Internet. Journal of Computer-Mediated Communication, 11(3), 825- 843.
  • Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., ..., Heiselt, C. (2008). The Quest Atlantis project: A socially-responsive play space for learning. In B.E. Shelton, D.
  • Wiley (Eds.), The educational design and use of simulation computer games (pp. 159- 186). Rotterdam, Netherlands: Sense Publishers.
  • Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
  • Bower, M., Cram, A., & Groom, D. (2010). Blended reality: Issues and potentials in combining virtual worlds and face - to-face classes. In C.H. Steel, M.J. Keppell, P. Gerbic & S.
  • Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ASCILITE Sydney 2010 (pp.129-140). Brisbane: The University of Queensland.
  • Brom, C., Preuss, M., & Klement, D. (2011).Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers & Education, 57(3), 1971-1988.
  • Cheney, A. W., Sanders, R. L., Matzen, N.J., & Tashner, J.H. (2009). Instructional design and Pedagogical issues with Web 2.0 tools. T. T. Kidd & I. Chen (Eds.). Wired for learning an educators guide to Web 2.0 (pp. 85-99). Charlotte, NC: Information Age. Coban, M., Karakus, T., Karaman, A., Gunay, F., & Goktas, Y. (2015).
  • Technical problems experienced in the transformation of virtual worlds into an education environment and coping strategies. Educational Technology & Society, 18(1), 37-49.
  • Dabbagh, N. & Blijd, C.W. (2010). Students' perceptions of their learning experiences in an authentic instructional design context. The Interdisciplinary Journal of Problem-based Learning, 4(1), 6-29.
  • Davidson-Shivers, G.V. & Rasmussen, K. L. (2007). Competencies for Instructional Design and Technology Professionals. In R. A. Reiser & J. A. Dempsey (Eds.). Trends and issues in instructional design and technology (pp.271-286). Upper Saddle River, NJ: Merrill/ Prentice Hall.
  • Dickey, M.D. (2003). Teaching in immersive: Pedagogical affordances and constraints of immersive virtual worlds for synchronous distance learning. Distance Education, 24(1), 105-121.
  • Dickey, M. D. (2005a). Three-dimensional virtual worlds and distance learning: Two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451.
  • Dickey, M. D. (2005b). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67-83.
  • Dickey, M. D. (2006). "Ninja Looting" for instructional design: The design challenges of creating a game-based learning environment. Paper presented at the ACM SIGGRAPH 2006 Conference. Boston.
  • Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949-964.
  • Ertmer, P., Stepich, D., Flanagan, F., Kocaman-Karoglu, A., Reiner, C., Reyes, L., Santone, A. & Ushigusa, S. (2009) Impact of guidance on the problem-solving efforts of instructional design novices. Performance Improvement Quarterly, 21, 117-132.
  • Gray, C. M., Dagli, C., Demiral-Uzan, M., Ergulec, F., Tan, V., Altuwaijri, A. A., ... & Boling, E. (2015). Judgment and instructional design: how id practitioners work in practice. Performance Improvement Quarterly, 28(3), 25-49.
  • Gustafson, K. L. & Branch, R. M: (2007). What is instructional design? (Ch. 2). In R. A. Reiser, & J. A. Dempsey (Eds.). Trends and issues in instructional design and technology (pp.16-25).
  • Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Hardre, P. L., Ge, X., & Thomas, M. K. (2006). An investigation of development toward instructional design expertise. Performance Improvement Quarterly, 19(4), 63-90.
  • Heid, S. & Kretschmer, T. (2009). LLL3D's contribution to teaching and learning with 3-D MUVEs in higher education. British Journal of Educational Technology, 40(3), 568-571.
  • Hirumi, A., Appelman, B., Rieber, L., &Van Eck, R. (2010a). Preparing instructional designers for game-based learning: Part 1. TechTrends, 54(3), 27-37.
  • Hirumi, A., Appelman, B., Rieber, L., Van Eck, R. (2010b). Preparing Instructional Designers for Game-Based Learning: Part 2. TechTrends, 54(4), 19-27.
  • Ho, C. M. L., Rappa, N. A., & Chee, Y. S. (2009). Designing and implementing virtual enactive role-play and structured argumentation: Promises and pitfalls. Computer Assisted Language Learning, 22(5), 381-408.
  • Horn, J. & Masunaga, H. (2006). A merging theory of expertise and intelligence. In K. A.
  • Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.). The Cambridge handbook of expertise and expert performance (pp. 587-611).Cambridge: Cambridge University Press.
  • Kaplan-Akilli, G., & Cagiltay, K. (2006). An instructional design/development model for the creation of game-like learning environments: The FIDGE Model. In M. Pivec (Ed.), Affective and emotional aspects of human computer interaction: Game-based and innovative learning approaches (pp.93-112). Amsterdam, Netherlands: IOS Press.
  • Kay, J. & FitzGerald, S. (2008). Educational uses of Second Life. Retrieved on 7 March 2016 from http://sleducation.wikispaces.com/educationaluses
  • Kebritchi, M. & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51, 1729-1743.
  • Kemp, J. & Livingstone, D. (2006). Putting a Second Life "Metaverse" skin on learning management systems. In D. Livingstone and J. Kemp (eds.), Proceedings of the second life education workshop at the second life community convention (pp.13-18). Paisley, UK: The University of Paisley.
  • Kim, S. H., Lee, J. L., & Thomas, M. K. (2012). Between purpose and method: A review of educational research on 3D virtual worlds. Journal for Virtual Worlds Research, 5(1), 1- 18. DOI: http://dx.doi.org/10.4101/jvwr.v5i1.2151.
  • Kirkley, S.E. & Kirkley J.R. (2004). Creating next generation blended learning environments using mixed reality, video games and simulations. Tech Trends, 49(3), 42-54
  • Liu, M. & Rutledge, K. (1996). The effect of a "learner as multimedia designer" environment on at-risk high school students' motivation and learning of design knowledge. Paper presented at the annual meeting of the American Educational Research Association. New York, NY, April 8-12.
  • Munoz-Cristobal, J. A., Prieto, L. P., Asensio-Perez, J. I., Martinez-Mones, A., Jorrin-Abellan, I.
  • M., & Dimitriadis, Y. A. (2015). Coming Down to Earth: Helping Teachers Use 3D Virtual Worlds in Across-Spaces Learning Situations. Educational Technology & Society, 18(1), 13-26.
  • Nelson, B. C. & Erlandson, B. E. (2008). Managing cognitive load in educational multi-user virtual environments: Reflection on design practice. Educational Technology Research and Development, 56(5-6), 619-641.
  • Okutsu, M., DeLaurentis, D., Brophy, S., & Lambert, J. (2013). Teaching an aerospace engineering design course via virtual worlds: A comparative assessment of learning outcomes. Computers & Education, 60(1), 288-298.
  • Papert, S., & Harel, I. (1991). Constructionism. Norwood, NJ: Ablex.
  • Perez, R. S. & Emery, C. D. (1995). Designer thinking: How novices and experts think about instructional design. Performance Improvement Quarterly, 8(3), 80-95.
  • Schaefer, S. & Warren, J., 2004. Teaching computer game design and construction. Computer Aided Design, 36, 1501-1510.
  • Schank, R.C., Berman, T.R., & Macperson, K. A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Soukup, C. (2004). Multimedia performance in a computer-mediated community: Communication as a virtual drama. Journal of Computer-Mediated Communication, 9(4), (Online).
  • Tuzun, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38(3), 465-477.
  • Wheeler, M. (2009). Developing the Media Zoo in Second Life. British Journal of Educational Technology, 40(3), 427-443.
APA YİLMAZ T, cagiltay k (2016). Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. , 206 - 222.
Chicago YİLMAZ Turkan Karakus,cagiltay kursat Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. (2016): 206 - 222.
MLA YİLMAZ Turkan Karakus,cagiltay kursat Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. , 2016, ss.206 - 222.
AMA YİLMAZ T,cagiltay k Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. . 2016; 206 - 222.
Vancouver YİLMAZ T,cagiltay k Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. . 2016; 206 - 222.
IEEE YİLMAZ T,cagiltay k "Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers." , ss.206 - 222, 2016.
ISNAD YİLMAZ, Turkan Karakus - cagiltay, kursat. "Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers". (2016), 206-222.
APA YİLMAZ T, cagiltay k (2016). Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. Contemporary Educational Technology, 7(3), 206 - 222.
Chicago YİLMAZ Turkan Karakus,cagiltay kursat Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. Contemporary Educational Technology 7, no.3 (2016): 206 - 222.
MLA YİLMAZ Turkan Karakus,cagiltay kursat Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. Contemporary Educational Technology, vol.7, no.3, 2016, ss.206 - 222.
AMA YİLMAZ T,cagiltay k Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. Contemporary Educational Technology. 2016; 7(3): 206 - 222.
Vancouver YİLMAZ T,cagiltay k Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers. Contemporary Educational Technology. 2016; 7(3): 206 - 222.
IEEE YİLMAZ T,cagiltay k "Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers." Contemporary Educational Technology, 7, ss.206 - 222, 2016.
ISNAD YİLMAZ, Turkan Karakus - cagiltay, kursat. "Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers". Contemporary Educational Technology 7/3 (2016), 206-222.