The important aspect of viewing games and how their impact
is affecting education is tackled from the design perspective here. With the different pedagogical approaches to
how games can be effective in teaching and learning, understanding how design
and its implementation ultimately affects both the teaching and the learning
process is essential[1](Hirumi, Appelman, Rieber, & Van Eck, 2010;
Shelton & Wiley, 2006)
By trying to understand how the instructional goals of
designers does not necessarily lend itself to games at first brush the papers
make a case for instructional designers to understand the aspects of play and
flow. This is because by understanding the
perspective of the ‘play’ as encompassed by games, helps the instructional designer
to come up with a better educational game as highlighted by Shelton et.al and
Van Eck[2].
I believe the instructor and by extension the instructional designer is helped
in their design of curriculum and instruction processes.
The other interesting aspect of this is how even with dgbl
and all this cutting edge technology, the learning experience is highly
impacted by the knowledge and expertise of the designer at the design level and
that of the instructor at the instructional level. This is a traditional
educational problem plaguing dgbl which with all the technology still needs to
be solved.
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