Designing Tutorial Modalities and Strategies for Digital Games: Lessons from Education

Autor/in	White, Matthew M.
Titel	Designing Tutorial Modalities and Strategies for Digital Games: Lessons from Education
Quelle	In: International Journal of Game-Based Learning, 2 (2012) 2, S.13-34 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/ijgbl.2012040102
Schlagwörter	Design; Video Games; Computer Games; Barriers; Technological Literacy; Guides; Teaching Methods; Motivation; Formative Evaluation; Females; College Students; Late Adolescents; Young Adults; Questionnaires; Semi Structured Interviews; Pretests Posttests + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Technisches Wissen; Handbuch; Leitfaden; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Weibliches Geschlecht; Collegestudent; Halbstarker; Young adult; Junger Erwachsener; Fragebogen
Abstract	Contemporary digital games do little to help novice and disadvantaged players wanting to learn to play. The novice-expert divide is a significant barrierfor entry for disadvantaged groups who want to play digital games; this is especially true for women (Jenson, Fisher, & De Castell, 2011). In response to this problem, three new tutorial modalities and strategies for World of Warcraft (WoW) were designed in an attempt to improve the existing tutorials. These new tutorials offered different modalities of instruction, as well as instructional strategies in assisting players. Results suggest that players react favourably to a faded or "just-in-time" instructional strategy, showing significantly increased motivation for play, engagement, and play mastery. Implications for game design, and specifically game tutorial design, are discussed (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04