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Chapter 8 - Integrating Games into Learning Environments

Published online by Cambridge University Press:  05 May 2015

By
Jo MacDonald ,
Perry McDowell ,
Daniel Siegel  and
Jesús R. De León
Edited by
Talib S. Hussain  and
Susan L. Coleman
Jo MacDonald
Affiliation:
General Dynamics Information Systems
Perry McDowell
Affiliation:
Naval Postgraduate School
Daniel Siegel
Affiliation:
Full Sail University
Jesús R. De León
Affiliation:
Quest Atlantis /ARX
Talib S. Hussain
Affiliation:
Raytheon BBN Technologies
Susan L. Coleman
Affiliation:
Intelligent Decision Systems, Inc.
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Summary

Abstract

Incorporating gaming into a learning environment requires first learning about the environment. Just as each learner is an individual, with his or her own motivators, learning style, and educational and experiential background, each learning environment has its own characteristics, which will in turn influence how gaming will be accepted, what kinds of games can be used, and what educational purposes those games will serve. In this chapter you will learn about the different parts of a learning system that must be considered when determining how to integrate gaming into a learning environment.

Introduction

Finally! After all the talking, the state Department of Education has at last agreed to fund a game to help students learn civics! Your team is cranked. You have only twelve months to build it, and the time crunch merely adds to the excitement. You and your team meet daily. It’s a creative i restorm, with ideas popping and crackling in an electric exchange of ideas. Using a game engine you’ve had good success with in the past, you craft the prototype and present it to the client. It has all the elements of a classic multiplayer game – a vivid and engaging story line, role playing, interaction, and real-life depth and complexity in both the problems presented and the strategies players use to resolve them.

Type
Chapter
Information
Design and Development of Training Games
Practical Guidelines from a Multidisciplinary Perspective
 , pp. 273 - 302
Publisher: Cambridge University Press
Print publication year: 2014

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