Instructional Design does not equal Game Design - Lessons learned in delivering a course in game design and education

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Crosbie, W. (2005). Instructional Design does not equal Game Design - Lessons learned in delivering a course in game design and education. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2617-2621). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20472.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Author

William Crosbie, Teachers College, Columbia University, USA

Abstract

Educators are beginning to examine the application of video game technology as a means of providing much richer opportunities for learner engagement than have been tapped to this point. As students express dissatisfaction with poorly conceived implementations of technology in the classroom many educators are examining the allure of games and complex simulations to make their classes more engaging. Unfortunately, few instructional designers have experience with game production, and most have no experience with the theories of play and game mechanics. This often results in games that are derivatives of common popular trivia games like Jeopardy or "Who Wants to be a Millionaire?" This session discusses the theoretical framework applied in the creation and the lessons learned in the delivery of a course in game design and literacy at Teachers College, Columbia University during the spring semester of 2005. It is designed to challenge education professionals to think about the exceptional challenge and great rewards in building memorable games for our students.

Keywords

• Students
• Games

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