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A course on serious game design and development using an online problem-based learning approach

机译：使用基于在线问题的学习方法进行的严肃游戏设计和开发课程

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Purpose - The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach - Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings - Results of student course evaluations reveal, that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications - It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no "pre-test data"). Originality/value - Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.
机译：目的-本文的目的是描述有关游戏设计与开发的新型本科课程，该课程将游戏与教学设计融为一体，从而为教授游戏设计与开发提供了一种有效的方法。很少有精力投入到适当的严肃游戏设计和开发的教学中，从而导致产生许多严肃游戏的例子，这些例子几乎没有教育价值。设计/方法论/方法-围绕一系列视频片段（提供有关该主题和问题的简短语境概述，以供进一步探索），阅读材料，跨学科研究项目和游戏进行组织，该课程介绍了游戏和教学设计的原理，教育支持基于游戏的学习的理论和评估严肃游戏的方法。讨论和活动支持了学生在整个课程中为制定基于游戏的学习的关键立场和方法而努力解决的问题。学生设计了严肃的游戏，并研究了开发严肃游戏并将其纳入教学课程中的潜在问题和复杂性。调查结果-学生课程评估的结果表明，该课程既有趣又引人入胜。学生们发现该课程充满乐趣和吸引力，并且通过成功完成最终课程项目，所有学生都达到了所有课程目标。提供了关于该课程中成功（或不成功）使用的技术和方法的讨论。研究的局限性/意义-应该指出的是，没有进行更详细的分析来充分证明该课程的有效性。更详细的分析可能包括与课程的过去版本进行比较，例如，该课程的过去版本不基于在线基于问题的学习（PBL）方法，以更好地量化课程的有效性。但是，由于无法对参加课程的学生进行先验知识的评估（例如，没有“预测试数据”），因此无法在此处进行这种比较。原创性/价值-与现有的少数几本专门针对严肃游戏设计的课程不同，该课程专门设计用于促进完全在线的PBL方法，并为学生提供机会，使他们能够通过积极的研究，探索和解决问题的方式来控制自己的学习，通过小组讨论和小组讨论。

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