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ERIC Number: EJ948209
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0952-3987
How ID Models Help with Game-Based Learning: An Examination of the Gentry Model in a Participatory Design Project
Fang, Jun; Strobel, Johannes
Educational Media International, v48 n4 p287-306 2011
Game-based learning has been a popular development and recommended as an effective pedagogy in educating new generations of learners. Few studies, however, have demonstrated the efficacy of game-based learning on learners' academic performance with empirical data. The described learning outcomes of game-based pedagogy within the limited available research are diverse. One prominent explanation is the lack of established guidelines. This paper addresses the issues of game design guidelines through a qualitative phenomenographic perspective of the experience of a group of students designing an educational game utilizing an adapted instructional design (ID) model--the gentry model. The results revealed the participants benefited from the process primarily in two capacities: a significant growth in their knowledge of game design and content knowledge; and great enjoyment and high motivation in the learning process. We conclude ID models with proper adaption and adjustment are effective to provide guidance and improve the efficacy of game-based learning if more ID models will be examined. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A