Professor: Alan Foley
This project-based course uses a hands-on approach to explore the theory and practice related to educational modeling, simulations, and games. We will explore the conditions that lead to boredom and enjoyment in learning environments, asking: What makes some activities interesting or fun? How can we maximize enjoyment without sacrificing instructional quality? How do we represent reality in a simulation? How do we balance simplicity, efficiency, and playability against realism, richness and complexity? This course is appropriate for a wide audience (teachers, game developers, instructional designers, librarians, etc.) and - each student will develop a project based on their skills and interests.
Sample Course Goals and Activities:
- Explore definitions of modeling, game, and simulation;
- Introduction to the theories (learning theories, instructional theories, gaming theories) behind instructional games or simulation designs;
- Use selected theories and models to describe motivational and affective aspects of educational games (e.g. Csikszentmihalyi's flow model; Keller's ARCS model; Malone & Lepper's intrinsic motivation taxonomy);
- Conduct formative testing of a game and infer connections between elements of the game design and their emotional effect on the player;
- Describe and explain selected issues, concepts and principles involved in the design and use of educational simulations and games;
- Design and document a computer-based instructional game or a simulation, using flowcharts, maps, and storyboards as appropriate as well as the principles at work in the design;
- Reflect on and explain the design processes used in creating engaging educational products.
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