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

Autor/inn/en	Yilmaz, Turkan Karakus; Cagiltay, Kursat
Titel	Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers
Quelle	In: Contemporary Educational Technology, 7 (2016) 3, S.206-222 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Simulated Environment; Computer Simulation; Observation; Interviews; Documentation; Content Analysis; Questionnaires; Instructional Design; Barriers; Cooperative Planning; Educational Games; Computer Games; Video Games; Qualitative Research; Case Studies; Undergraduate Students; Educational Technology; Foreign Countries; Computer Software; Turkey + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Computergrafik; Computersimulation; Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Inhaltsanalyse; Fragebogen; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele; Qualitative Forschung; Case study; Fallstudie; Case Study; Unterrichtsmedien; Ausland; Türkei
Abstract	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. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01