When Worlds Collide: Developing Game-Design Partnerships in Universities

Autor/inn/en	Lynch, Martin A.; Tunstall, Richard J.
Titel	When Worlds Collide: Developing Game-Design Partnerships in Universities
Quelle	In: Simulation & Gaming, 39 (2008) 3, S.379-398 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-8781
DOI	10.1177/1046878108319275
Schlagwörter	Creativity; Educational Philosophy; Partnerships in Education; Educational Games; Instructional Design; Computer Simulation; Barriers; Electronic Learning; Role Perception; Educational Innovation; Undergraduate Study; Interdisciplinary Approach; Foreign Countries; Design Preferences; United Kingdom + Suchen Sie Ihr Suchwort? Kreativität; Bildungsphilosophie; Erziehungsphilosophie; Hochschulpartnerschaft; Educational game; Lernspiel; Lesson concept; Lessonplan; Unterrichtsentwurf; Computergrafik; Computersimulation; Role conception; Rollenverständnis; Instructional innovation; Bildungsinnovation; Grundstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Design requirements; Gestaltungsmittel; Großbritannien
Abstract	A growing body of evidence suggests that relevant, well-designed simulations can make a valuable contribution to students' experiences in training and education and go some way toward meeting the expectations of students who have grown up with immersive, computer-mediated games. Within universities, many barriers exist that may prevent the effective development of this work, in part because of the nature of the traditional roles of both academics and developers who undertake these activities. Through a discussion of the experiences of working within a successful cross-functional team, the authors discuss the practice of developing an innovative eLearning simulation tool for an undergraduate course and how the challenges of combining the developer and educationalist roles were overcome. By synthesizing theories in educational philosophy and game design processes, a conceptual framework for ensuring quality in creative education projects is outlined that may be applied to the development of eLearning and adaptive game projects. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10