ERIC Number: EJ847883
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 32
When Worlds Collide: Developing Game-Design Partnerships in Universities
Lynch, Martin A.; Tunstall, Richard J.
Simulation & Gaming, v39 n3 p379-398 2008
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom