Abstract
This chapter examines the design of the learning experience focused on digital game-based learning (DGBL) using a real-world project-based learning (PBL) activity. Case studies revealed lessons learned involving gameplay, motivational strategies, and how the PBL impacted graduate-level Instructional Design and Technology (IDT) students. The goal was for the students to deliver interactives (digital interactive material) to teach English to children in Haiti. Important to note is that the case studies include a reflection of the stratification of Keller’s ARCS (attention, relevance, confidence, satisfaction) Model of Motivation (2010) between the course designed for the graduate-level students and the instruction they designed for the children as the transfer of learning is multimodal between the groups and even within. The engagement was the catalyst for the transfer.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alber, R. (2011). Six scaffolding strategies to use with your students. Teacher Leadership, 30(45), 5.
Bereby-Meyer, Y., & Kaplan, A. (2005). Motivational influences on transfer of problem-solving strategies. Contemporary Educational Psychology, 30(1), 1–22.
Burguillo, J. C. (2010). Using game theory and competition based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575.
Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604–615.
Detterman, D. K., & Sternberg, R. J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Ablex Publishing.
Dolnicar, S., & Grün, B. (2013). “Translating” between survey answer formats. Journal of Business Research, 66(9), 1298–1306.
Ensmann, S. (2021). Digital Games to Improve Learning in Haiti. TechTrends, 65(5), 884–895.
Erben, T., Ban, R., & Castaneda, M. (2008). Teaching English language learners through technology. Routledge.
Gee, J. P. (2008). Video games and embodiment. Games and Culture, 3(3 4), 253–263. https://doi.org/10.1177/1555412008317309.
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2008). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5-6), 511–537.
Justice, L. J., & Ritzhaupt, A. D. (2015). Identifying the barriers to games and simulations in education creating a valid and reliable survey. Journal of Educational Technology Systems, 44(1), 86–125.
Keller, J. M. (1987). Instructional materials motivation scale (IMMS). Tallahassee: FL. Florida State University.
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York: Springer Science & Business Media.
Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611–623.
Myerson, R. B. (2013). Game theory. Cambridge, MN: Harvard University Press.
National Disaster Search Dog Foundation, retrieved from https://searchdogfoundation.org/haiti-earthquake/.
Reigeluth, C. M. (1983). Lesson blueprints based on the elaboration theory of instruction. In Lesson Blueprints Based on the Elaboration Theory of Instruction, Instructional Theories in Action: Lessons, Illustrations, Theories and Models (pp. 245–288). New York: Routledge.
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In D. H. Jonassen & C. Reigeluth (Eds.), Instructional-Design Theories and Models (Volume II): A New Paradigm of Instructional Theory (pp. 425–453). New York: Routledge.
Rogers, E. M. (2010). Diffusion of innovations. New York: Simon and Schuster.
Squire, K. (2002). Cultural framing of computer/video games. Game studies, 2(1), 1–13.
Vetter, H. J., & Howell, R. W. (1971). Theories of language acquisition. Journal of Psycholinguistic Research, 1(1), 31–64.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Association for Educational Communications and Technology (AECT)
About this chapter
Cite this chapter
Ensmann, S.Y., Eggers, P., Bing, B., Li, L. (2021). Design of Learning Experience to Engage Learning in Instructional Design and Technology Graduate-Level Classes: Digital Game-Based Learning (DGBL) Cases. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Learning: Design, Engagement and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-85078-4_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-85078-4_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-85077-7
Online ISBN: 978-3-030-85078-4
eBook Packages: EducationEducation (R0)