Yokoi's Theory of Lateral Innovation: Applications for Learning Game Design

Autor/inn/en	Warren, Scott J.; Jones, Greg
Titel	Yokoi's Theory of Lateral Innovation: Applications for Learning Game Design
Quelle	In: Journal of Educational Technology, 5 (2008) 2, S.32-43 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Games; Design; Educational Technology; Computer Games; Educational Games; Computer Simulation; Video Games; Technology Uses in Education; Technological Advancement; Higher Education; Undergraduate Students; Interactive Video; Computer Assisted Design; Synchronous Communication + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Unterrichtsmedien; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Computergrafik; Computersimulation; Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktives Video
Abstract	There are several major challenges for instructional designers seeking to design learning games. These include the lack of access, the cost of rapidly advancing/expensive technology tools that make developing games uneconomical, the institutional time constraints limiting game use, and the concerns that schools lack sufficiently robust computer systems and bandwidth to allow their teachers and students to take full advantage of "bleeding edge" technology. This paper discusses how a theory of design from famed game system designer Gunpel Yokoi can be leveraged in learning game design by focusing on the use of mature technologies already widely present in schools. By thinking about older technologies in innovative ways instead of relying on the flash of the newest graphics to motivate learners, learning game design can deliver low-cost, engaging play for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01